EDUCATION STRATEGY

According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of assessing student learning that is different than traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances." In order for thoughtful evaluation to take place, teachers must have multiple scoring strategies to evaluate students' progress. Criteria for a finished portfolio might include several of the following: Thoughtfulness (including evidence of students' monitoring of their own comprehension, meta-cognitive reflection, and productive habits of mind). Growth and development in relationship to key curriculum expectancies and indicators. Understanding and application of key processes. Completeness, correctness, and appropriateness of products and processes presented in the portfolio. Diversity of entr

Portfolio assessment is a multi-faceted process characterized by the following recurrent qualities: It is continuous and ongoing, providing both formative (i.e., ongoing) and summative (i.e., culminating) opportunities for monitoring students' progress toward achieving essential outcomes. It is multidimensional, i.e., reflecting a wide variety of artifacts and processes reflecting various aspects of students' learning process(es). It provides for collaborative reflection, including ways for students to reflect about their own thinking processes and meta-cognitive introspection as they monitor their own comprehension, reflect upon their approaches to problem-solving and decision-making, and observe their emerging understanding of subjects and skills. Although approaches to portfolio development may vary, all of the major research and literature on portfolios reinforce the following characteristics: They clearly reflect stated learner outcomes identified in the core or es

There are many different types of portfolios, each of which can serve one or more specific purposes as part of an overall school or classroom assessment program. The following is a list of the types most often cited in the literature: Documentation Portfolio : This type is also known as the "working" portfolio. Specifically, this approach involves a collection of work over time showing growth and improvement reflecting students' learning of identified outcomes. The documentation portfolio can include everything from brainstorming activities to drafts to finished products. The collection becomes meaningful when specific items are selected out to focus on particular educational experiences or goals. It can include the bet and weakest of student work.   Process Portfolio : This approach documents all facets or phases of the learning process. They are particularly useful in documenting students' overall learning process. It can show how students integrate specific know