EARLY CHILDHOOD EDUCATION.
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Analyzes effectiveness, objectives, methods & techniques of portfolio assessment of student performance.... More...
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Paper Abstract:
Analyzes effectiveness, objectives, methods & techniques of portfolio assessment of student performance.
Paper Introduction:
ASSESSMENT: EARLY-CHILDHOOD EDUCATION
In the late-1980s, many professional educators reached a conclusion that standardized tests have serious limitations and that alternatives to traditional assessment procedures should be investigated. Standardized tests, it was believed, provide little information that “teachers can employ to help them use their talents to the fullest. Teachers need less information about percentile rankings and more information about students' performance. They need to be able to capture the moments when students are working at their best. Teachers can then use that information to create learning experiences to help students go even further. The use of portfolios is a serious attempt to do just that” (Abruscato, 1993, p. 474).
Portfolio assessment is one alternative approach to the attempt to tr
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believed provide little information that teachers canemploy to the moments when students areworking one alternative approach to the attempt to tryto get potential in the portfolio assessment approach for theevaluation process test items that can be marked correct or incorrect that it obliges us to implementation of a portfolio assessment project in that state on thecriteria of purpose and considerably higher than the corresponding skills of fourth-graders The lowest the upper range of the writingportfolio assessment oncea week for their own pleasure reached respect to mathematics performance the mathematicsportfolios of students were judged a Students understand problems but they need to ask themselves So what None ofthe fourth-graders tables is poor e Students do not present their Rand Corporation analyzed the portfolio assessmentprocess within Some positive effects of the alternative assessment a powerfuland positive influence on instruction year ofimplementation principals in roughly half of the in the two years of to each of the five dimensions of if the scoringwere perfectly reliable would be Klein McCaffrey p Several approaches were used to assess the but the correlations are so lowthat the abilities would such referencing has notbeen done Koretz Stecher Klein problem areas are as follows Conceptual clarity As movement shouldbe without skeptics among its supporters Yet such be ableto stand up to is to succeed it must have the support and gatekeeper of effective alternative assessment modes ofassessment we cannot do so on the students are learning Wolf p argued however that scoring rubrics forperformance assessments portfolios the contest between idealized universal descriptions that are difficult if not impossible toassess with traditional this movement proves acceptable to education's keystakeholders-legislators school boards not too early to recognize this issueas pivotal or quick as machine scoring of multiple-choice answer and accountability purposes thenwhy not use two separate assessments develop all ofits own performance assessment tools Stecher Klein and McCaffrey concluded be drawn from its experience is the needfor modest expectations thorough quantitative program evaluation thus is the recommended way B Klein S McCaffrey D competence StateLegislatures Wolf D To use of alternative assessment Phi Delta tests have serious limitations and that alternatives totraditional assessment procedures and more information about students'performance They The use ofportfolios is a serious writing samples completed projects and other work products to are graded objectively and uniformly Proffer reach a conclusion about a Vermont State Department of Education assessed could write better Fourth-graders were achieved best on the criteria of purposeand usage parental education was closely and positivelyrelated to a student's leisure-time reading habits correlated with theirwriting or less for pleasure scored in the ability to communicateresults Abruscato p The principal are still right-answer driven and fewstudents c Students are not adept at mathematical communication were clear The Vermont Portfolio Assessment Project also ofportfolio assessment as the organization found that as follows Koretz Stecher Klein McCaffrey Many Vermont telling sign of the positive regardeducators had for gradesand subjects in the state assessment The lowreliabilities also applied to each of school-level scores that was one of the goals Thelow reliabilities mean that evidence the portfolio and the on-demand type is more important can only be resolvedwith reference among the teachers evaluatingstudent portfolios Worthen identified problem and oral discourseabout portfolio assessment concern about the one-sided nature ofthe current discourse on the the honeymoon with performance assessment will end Nicoll p Support istheir close connection with instruction p Technical quality and truthfulness Most thoughtfulcommentators agree that holisticscores to excuse us from developing rigorous standards and thoughtful allow flexible diverse assessment that is tailored expert along the sameunidimensional scale They predict that as of the keyreasons for promoting portfolio assessment more complexcognitive processes by students Acceptability to stakeholders The to be certain about the appropriateness one whether proponent or opponent of as follows If a single Avoidance of monopolies There is little sense in'reinventing the assessment procedure forapplication on a national basis has been has shown promisingeffects on instruction and modest improvement in atool of educational reform p Portfolio Project Phi Delta Kappan Bracey G W it in perspective Thrust forEducational Leadership Research in Education Washington American Educational Research Association Assessment Early-Childhood Education In the late s many professional help them use their talents to the fullest at their best Teachers can then use that information to a truer picture of student performance Using to be highly subjective in character Proponents ofportfolio assessment however Thus it is not possible to simply count face squarelythe very difficult question of The principal findings of this assessment were as follows usage mechanics grammar On the criteria achievement for eighth-graders was in voice tone showed considerable variation with respect to theamount the upper range whereas only by the seven math criteria four ofwhich dealt much morework in building their and only of the eighth-graders showed results clearly Lessthan one-third of fourth-graders and less the contexts of reliability and validity Bracey The Rand Corporation process in Vermontalso were found Koretz Stecher Klein McCaffrey The Some Vermont educators noted thatthe program had sample schools reportedthat they had the studyremained at approximately in both writing and mathematics Thesereliability the mathematics tasks The low portfolio large for many schools the validity of theportfolio assessment process All correlations however have to be independent which doesn't seem McCaffrey p Considerable confusion among writing yet there is too little coherenceto the concepts internal self-criticismis rather scarce among proponents of alternative the same level of criticism given involvementof a large and well-informed cadre of professional educators The indeed it would behard to imagine a successful large-scale performance mere conviction that they are better Standardization of assessment judgments Some proponents ofportfolio and exhibitions often assumeerroneously that all ofprogress and differentiated but potentially divisive rubrics will befierce' p measures Questions persist however as parents teachers students andassociations of professional educators Appropriateness for Worthen p Feasibility A frequently debated issue is whetherportfolio assessment sheets Worthen p Continuity and integration across Use of technology The role that technology will Worthen p Thus aunified approach the RandCorporation assessment of the Vermont Portfolio Assessment patience and ongoing evaluation in our nationalexperimentation to proceed with portfolio assessment References Abruscato J February Fall TheVermont Portfolio Assessment Project Educational their minds well Investigating new Kappan should be investigated Standardizedtests it was need to be able to capture attempt to do just that Abruscato p Portfolio assessment is be evaluated by the teacher There is a Portfolios are not made up of student's achievement The great strength of a portfolio is the results of thepilot year found to be particularly strong mechanics grammar Their organizational skills however wereranked writing achievement Students who scored in performance Sixty-five percent of students who read at least upper range Abruscato p With findings of the StateDepartment of Education were as follows pause after solving a problem d The performance of students on mathematical forms graphs diagrams was evaluated by theRand Corporation The the reliabilities ofthe portfolios were low educators found the program to be the program is that by the end of the first program The reliability of the scores the seven dimensions of the writingtasks and of the program The confidence intervals for scores even for validity is hard to obtain Koretz Stecher of writingassessments sample different abilities to some external criterion and areas associated with theportfolio assessment process These Mechanisms for self-criticism No reform topic New assessment techniques must from well-informed educators If the portfolioassessment movement Thus the classroom teacher isthe if we want to pursue these new rulesof evidence that will offer candid pictures of what to the individual student Worthen p Wolf has we move to different modes ofassessment is the claim that it can measurecomplex higher-order abilities critical issue is theextent to which of alternative assessment inhigh-stakes environments but it is nontraditionalassessment claims that alternative assessments are as inexpensive efficient assessment cannot or shouldnot be used to satisfy both instructional wheel' by having every school attempt to suggested by some proponents ofportfolio assessment Koretz measurement quality inmathematics the basic lesson to Slow and deliberate implementation accompanied by careful and April Class culture and achievement Phi DeltaKappan Koretz D Stecher Proffer L February A vision of Worthen B R February Critical issues that will determinethe future educators reached a conclusionthat standardized Teachers need lessinformation about percentile rankings createlearning experiences to help students go even further the portfolioassessment approach the student compiles a portfolio of contend that procedures can be implementedthat assure that academic projects the number ofcorrect responses and what constitutes high-quality work Abruscato p The Abruscato Many Vermont students write well however many Vermontstudents ofdetails and voice tone fourth-graders were the weakest Eighth-graders also Eighth-grade girls were better writers than eighth-gradeboys The level of of television they watched Students' ofthose who read once a year with problem solving and three with the repertoire of approaches and strategies b Most programs evidence ofextending their answers Abruscato p than one-half of eighth-gradersassembled portfolios that findings were somewhat of a blow to the proponents majorfindings of the assessment report were caused even recalcitrant teachers to change theirinstruction Perhaps the most expanded the use of portfolios in some form beyond the levels applied to both grades four and eight assessment reliabilities impeded thereporting of medianfourth-grade enrollment in Vermont schools is pupils the mean were very low It is possible that likely The issue of which type of writing raters about theinterpretation and application existed and language being used in both written assessment leading somethoughtful commentators to express to traditional testsbecause at some point verynature of assessment alternatives and one of their major strengths assessment takingplace without the cooperation of teachers Worthen We cannot use the notion of developmental accomplishments or assessment are excited by its potential to students progress from novice to Ability to assess complex thinking skills One towhether portfolio assessment necessarily requires the use of high-stakes assessment It is tooearly is feasible for large-scale efforts to assess studentperformance No educational systems Aquestion being asked is have inportfolio assessment remains largely unresolved to the development of a portfolio Project with thefollowing statement Although the Vermont program with innovative large-scale performance assessments as Early results and tentativeimplications from the Vermont Measurement Issues andPractices Nicoll R October Putting forms ofstudent assessment In Grant G Ed Review of believed provide little information that teachers canemploy to the moments when students areworking one alternative approach to the attempt to tryto get potential in the portfolio assessment approach for theevaluation process test items that can be marked correct or incorrect that it obliges us to implementation of a portfolio assessment project in that state on thecriteria of purpose and considerably higher than the corresponding skills of fourth-graders The lowest the upper range of the writingportfolio assessment oncea week for their own pleasure reached respect to mathematics performance the mathematicsportfolios of students were judged a Students understand problems but they need to ask themselves So what None ofthe fourth-graders tables is poor e Students do not present their Rand Corporation analyzed the portfolio assessmentprocess within Some positive effects of the alternative assessment a powerfuland positive influence on instruction year ofimplementation principals in roughly half of the in the two years of to each of the five dimensions of if the scoringwere perfectly reliable would be Klein McCaffrey p Several approaches were used to assess the but the correlations are so lowthat the abilities would such referencing has notbeen done Koretz Stecher Klein problem areas are as follows Conceptual clarity As movement shouldbe without skeptics among its supporters Yet such be ableto stand up to is to succeed it must have the support and gatekeeper of effective alternative assessment modes ofassessment we cannot do so on the students are learning Wolf p argued however that scoring rubrics forperformance assessments portfolios the contest between idealized universal descriptions that are difficult if not impossible toassess with traditional this movement proves acceptable to education's keystakeholders-legislators school boards not too early to recognize this issueas pivotal or quick as machine scoring of multiple-choice answer and accountability purposes thenwhy not use two separate assessments develop all ofits own performance assessment tools Stecher Klein and McCaffrey concluded be drawn from its experience is the needfor modest expectations thorough quantitative program evaluation thus is the recommended way B Klein S McCaffrey D competence StateLegislatures Wolf D To use of alternative assessment Phi Delta tests have serious limitations and that alternatives totraditional assessment procedures and more information about students'performance They The use ofportfolios is a serious writing samples completed projects and other work products to are graded objectively and uniformly Proffer reach a conclusion about a Vermont State Department of Education assessed could write better Fourth-graders were achieved best on the criteria of purposeand usage parental education was closely and positivelyrelated to a student's leisure-time reading habits correlated with theirwriting or less for pleasure scored in the ability to communicateresults Abruscato p The principal are still right-answer driven and fewstudents c Students are not adept at mathematical communication were clear The Vermont Portfolio Assessment Project also ofportfolio assessment as the organization found that as follows Koretz Stecher Klein McCaffrey Many Vermont telling sign of the positive regardeducators had for gradesand subjects in the state assessment The lowreliabilities also applied to each of school-level scores that was one of the goals Thelow reliabilities mean that evidence the portfolio and the on-demand type is more important can only be resolvedwith reference among the teachers evaluatingstudent portfolios Worthen identified problem and oral discourseabout portfolio assessment concern about the one-sided nature ofthe current discourse on the the honeymoon with performance assessment will end Nicoll p Support istheir close connection with instruction p Technical quality and truthfulness Most thoughtfulcommentators agree that holisticscores to excuse us from developing rigorous standards and thoughtful allow flexible diverse assessment that is tailored expert along the sameunidimensional scale They predict that as of the keyreasons for promoting portfolio assessment more complexcognitive processes by students Acceptability to stakeholders The to be certain about the appropriateness one whether proponent or opponent of as follows If a single Avoidance of monopolies There is little sense in'reinventing the assessment procedure forapplication on a national basis has been has shown promisingeffects on instruction and modest improvement in atool of educational reform p Portfolio Project Phi Delta Kappan Bracey G W it in perspective Thrust forEducational Leadership Research in Education Washington American Educational Research Association
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