Continuous Comprehensive Evaluation - Portfolio

WELCOME TO TEACHERS WORKSHOP ON CCE

AN INTRODUCTION TO PORTFOLIO ASSESSMENT

PORTFOLIO 

PORTFOLIOS ARE COLLECTION OF EVIDENCES OF STUDENT WORK OVER A PERIOD OF TIME:THESE ARE PURPOSEFUL ORGANISED AND SYSTEMATIC COLLECTIONS THAT TELL THE STORY OF STUDENT EFFORTS PROGRESS AND ACHIEVEMENTS IN SPECIFIC AREA

PORTFOLIO AND STUDENT 

THERE SHOULD BE THE STUDENT PARTICIPATION IN THE SELECTION OF PORTFOLIO CONTENT IN THE DEVELOPMENT OF GUIDELINES FOR SELECTION AND IN DEFINING CRITERIA FOR JUDGING MERIT PORTFOLIO ASSESSMENT IS A JOINT PROCESS FOR INSTRUCTOR AND STUDENT

PURPOSES 

TO SHOW GROWTH TO SHOWCASE CURRENT ABILITIES TO EVALUATE CUMULATIVE ACHIEVEMENT

GROWTH PORTFOLIO 

TO SHOW GROWTH OR CHANGE OVER TIME TO HELP DEVELOP PROCESS SKILLS SUCH AS SELF EVALUATION AND GOAL SETTING TO IDENTIFY STRENGTHS AND WEAKNESSES

SHOWCASE PORTFOLIO 

TO SHOWCASE END OF YEAR OR SEMESTER ACCOMPLISHMENTS TO PREPARE A SAMPLE OF BEST WORK FOR EMPLOYMENT OR COLLEGE ADMISSION TO SHOWCASE STUDENT PERCEPTIONS OF FAVORITE BEST OR MOST IMPORTANT WORK TO COMMUNICATE A STUDENTS CURRENT APTITUDES TO FUTURE TEACHERS

EVALUATION PORTFOLIO 

TO DOCUMENT ACHIEVEMENT FOR GRADING PURPOSES TO DOCUMENT PROGRESS TOWARDS STANDARDS TO PLACE STUDENTS APPROPRIATELY

TOOLS FOR COLLECTION 

THE TOOLS FOR COLLECTING PORTFOLIO CAN EITHER BE PAPER OR ELECTRONIC LIKE VIDEOS OR CDs ELECTRONIC TOOLS ARE EASY TO HANDLE

REFLECTION 

REFLECTION IS AN ESSENTIAL COMPONENT OF PORTFOLIO IF THE IMPORTANCE OF REFLECTION AND IMPORTANCE OF PROFFESSIONALISM IS NOT UNDERSTOOD BY THE PARTCIPANTS THE TIME SPENT FOR PORTFOLIO BUILD UP CAN PROVE TO BE A WASTE

TYPES OF PORTFOLIO 

BASICALLY THERE ARE TWO TYPES OF PORTFLIO PROCESS PORTFOLIO PRODUCT PORTFOLIO THE PROCESS PORTFOLIO SERVES THE PURPOSE OF CLASSROOM LEVEL ASSESSMENT WHILE THE PRODUCT PORTFOLIO IS SUMMATIVE IN NATURE AND INTENDED FOR A MAJOR EVALUATION

SOME IMPORTANT CHARACTERISTICS OF A PORTFOLIO 

REPRESENT A STUDENTS RANGE OF PERFORMANCE IN READING WRITING SPEAKING AND LISTENING AS WELL AS CULTURAL UNDERSTANDING

EMPHASIZE WHAT STUDENTS CAN DO RATHER THAN WHAT THEY CANNOT DO REPRESENT A STUDENTS PROGRESS OVER TIME

CONTINUED 

ENGAGE STUDENTS IN ESTABLISHING ONGOING LEARNING GOALS AND ASSESSING THEIR PROGRESS TOWARDS THOSE GOALS MEASURE EACH STUDENTS ACHIEVEMENT WHILE ALLOWING FOR INDIVIDUAL DIFFERENCES BETWEEN STUDENTS IN A CLASS

CONTENTS 

EXAMPLES OF WRITTEN WORKS JOURNAL AND LOGS STANDARDIZED INVENTIONS VIDEOTAPES OF STUDENT PERFORMANCES AUDIOTAPES OF PRESENTATIONS MIND MAPS AND NOTES GROUP REPORTS TESTS AND QUIZZES CHARTS AND GRAPHS

CONTINUED 

LISTS OF BOOKS READ QUESTIONNAIRE RESULTS PEER REVIEWS SELF EVALUATION

STORAGE 

PORTFOLIOS MY BE KEPT IN FOLDER FILE BOXES ASSIGNED DRAWERS OR OTHER APPROPRIATE CONTAINERS: WHATEVER THE STORAGE CONTAINER IT MUST BE READILY ACCESSIBLE TO THE STUDENTS:

ADVANTAGES 

LINK TO CLASSROOM CURRICULUM CONTINUITY ACROSS ENVIRONMENTS AND OVER TIME FLEXIBILITY AND INDIVIDUALIZATION CHILD PARTICIPATION

LIMITATIONS 

REQUIRED PLANNING TIME AND CO _ORDINATION REDUCED EFFICIENCY EVALUATION CRITERIA EXPERIENCED AND QUALIFIED TEAM REQUIRED STORAGE ISSUES