Saturday, May 13, 2006

Eportfolios Show Students' Proficiency Discrepancies

Recently I watched numerous students show their eportfolios based on the university's proficiencies. I was very impressed with all the great activities the students showed. I was not impressed by how they proved that they could demonstrate the proficiencies.


In our proficiency on assessment, students will show: many different assessments; pre, during and post assessments; use of assessment data to plan for and adapt instruction for individuals with different needs and abilities; and use of assessment data to plan instruction for groups and whole classes


All the students showed that they knew many different types of assessments and they knew how to use pre, during and post assessments; very few students showed how they used the information gained from these assessments to modify instruction for individuals and to modify instruction for the whole class.


Due to the compact nature of the eportfolio, it was easy to see the discrepancy between knowledge of and understanding the real reason for assessment.

4 Comments:

At 10:33 PM, Anonymous Justin Ashworth said...

Harry,

Without a doubt. I struggled with this when I built my paper-based portfolio in undergrad. Knowing what you've done, reflecting on your teaching, and then using that to inform your future teaching is the point of buiding a portfolio in the first place.
During my time at SU, I had an idea what a portfolio was supposed to be about, but often found myself just talking about what I did rather than thinking about how to use what I learned from certain experiences to inform my future teaching.

The way students approach building the portfolio and their seriousness and respect (or lackthereof) for the process is another issue in itself.

I think portfolio based assesment in college needs to take on a whole new meaning for the learner. For example, a professor leaves comments for me on my portfolio in Block one. When it comes time to present for Block two, I should somehow be accountable for proving how I've improved on those marked areas. Instead I always experienced that portfolios were approached much like a final exam where students cram, then forget everything afterwards.
The only thing wrong with that, is that they are going to be spending 25 years in a profession that requires ongoing reflective thinking. We're feeding way too many inarticulate teachers out into the world, who don't know what or why they believe in something.

~Justin

 
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