"A portfolio system that promotes self-assessment and self-confidence in students as readers and writers, for example, will look very different from a portfolio that provides a valid and reliable basis for a statewide evaluation of student performance in literacy."
"A portfolio is [...] a collection of information gathered for specific purposes" and "The aim of a portfolio is to advance student learning."
"The accountability portfolio [...] is tightly constrained so that student performance can be more fairly, efficiently, and reliably evaluated on a large scale."
"Portfolios are only as good as the curriculum and instructional opportunities afforded to students"
1st quote. This is a fact of reality. Assessment is different than teaching, yet we require our teachers to be both teachers and assessors. Our assessments already focus what we teach, teachers "teach to the test" willingly and often. Why is that going to change when they can "teach to the portfolio?"
2nd quote. Again, assessing is different from teaching. These sentences seems to suggest that they can and should be combined. Are portfolios the best way to do this?
3rd quote. Be making portfolios more "standardized" how do we avoid the pitfalls of standardized tests?
4th quote. This can be said about any strategy, anywhere. We need teachers to teach better, it's true. If portfolios don't help teachers teach better, what good are they?
MadS
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3 comments:
Your quotes seem to say that the portfolio, teaching it, and assessing it are all about the teacher. Do you really think that's the case? For me, portfolios are all about turning it back around to the students (which can have its pitfalls as well). What do you think about this, Matt?
I personally love the idea of the student-centered portfolio, but I get nervous when the authors suggest that portfolios can be used to measure learning objectively. Essentially, I think we agree: portfolios are an engaging, creative assessment that is very useful to the student to establish an identity as a writer and to self-assess their progress. I don't know how useful portfolios are to college admission boards, or to state standards, and I believe that in order to make them useful, you take away a lot of the good things portfolios do.
For example, if students are forced to include pieces that they normally would not, because they are required, it doesn't really help them identify with the portfolio, does it?
MadS
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