portfolio as a tool of dynamic assessment of pupils … of projects. ... portfolio as a tool of...

27-06-2011

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Portfolio as a tool of dynamic

assessment of pupils with SEN

Maria José Saragoça

Adelinda Candeias

Maria Helena PalmaPortugal

Portfolio as a tool of dynamic assessment

of pupils with SEN

Purposes

• To look at dynamic assessment as an approachto assessing learning and modifiability oflearners with SEN, based in the Portfolios.

• The method of Portfolio assessment hasgrowing in the last years and is considered atool that enables the assessment of multipledomains.


of pupils with SEN

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SUMMARY

1. Portfolio

• Instructional and assessment tool

• A way to encourage reflection

• Contents

• Limitations


of pupils with SEN

2. Case Studies

“ A compendium of materials that documentand demonstrate a person’s accomplishmentsand carreer readiness.”

“ Embody an organised, purposeful, longitudinal collection of student work that tells a story ofthe student’s efforts, progress, orachievement in a given area.”

(2006,Swingonski, Mama, Rodgers & Belicose)


of pupils with SEN

Definition of Portfolio

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Kinds of Portfolios

• Showcase portfolios – students’ best and

most representative work.

• Teacher-student portfolios – facilitate

communication during the development and

revision of projects.

• Assessment portfolios – used for holistic

assessments.


of pupils with SEN

Special Education

• Some educators advocate portfolio

assessment and instruction are useful.

• Portfolios help teachers make decisions and

recommendations about instructional and

educational programs and mastery of IEP

goals. (Salend, 1998, cit. By Salvia, Ysseldique & Bolt)


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Portfolios’ Purposes

• Instruction

- students’ close examination of their work;

- Comparison of changes and growth over time;

- Identification of personal strenghts and

weakness.

(Swigonsky et al, 2006)


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Portfolios’ Purposes

• Assessment

- Collection of multiple samples of student work over time;

- Provides a broader, more in-depth look at what students

know and can do;

- More authentic work;

- Supplement to report cards and standardized tests;

- Better way to communicate student progresses.

(Swigonsky et al, 2006)


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Portfolio’s assessment

• Encourages: Personal reflection; Instruction; Assessment:

- Opportunity for students to reflect on theirperformance;

- To see connections across learning experiences andcourses;

- To identify areas of strenght and weakness instudents’s performance and to plan ways to optimize strenghts and eliminate weaknesses.

(Courts & McInerney, cit by Swigonsky et al, 2006)


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Portfolio Contents

• Two types of data:

- Instructionally focused and product data –

the collection of student materials;

- Assessment-focused evaluation data (student

and instructor assessments of those materials

and the progresses, growth and development

they represent.(Jensen, cit. By Swigonsky et al, 2006)


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Case Studies

PROJECT CARPETS THAT TELL STORIES

Authors: Helena Palma, Adelinda Candeias, Maria José

Saragoça, Adelaide Almeida e Liliana Rosado

1.Method:Assessment – Intervention/Mediation - Assessment

2. Tools that support assessment:Questionnaires and Observation Checklist (see documents

and file)


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Case Studies – Project: Carpets that tell Stories

3. Objectives

• To deepen the reading and the writing as ways to learn,

communicate and enjoy it, the information and culture

transmission.

• To use the word as a creative tool

• To motivate the interest for the richness of the language to

recreate the real and the imaginary.

• To take the young people to trust in their capacity to

communicate

• To alert the young people to the collaboration in text writing

• To capacitate to the reading of imagesPortfolio as a tool of dynamic assessment

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3. Objectives (cont.)

• To develop attitudes and habits of relation / cooperation

• To contribute to a bigger social responsibility to those who show specific educational needs.

• To encourage research, to articulate questions and answers

• To encourage the creativity, the innovation, the formation and the research

• To promote the exchange of experiences

• To promote the contact with new technologies

• To encourage the project work

• To develop inclusive practices


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4. Expected attitudes’ change

• It is expected that the young people will be more curious, alert and informed about the accomplished research and that they can build the carpet, learn the story telling techniques and develop from this knowledge artistic and creative activities that contribute to increase their sensitivity, their critical sense and help to change attitudes about the book.


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5. Procedures

Project developed in four distinctive stages:

• First stage: Assessment of the potential (needs, difficulties, competences)– Individual assessment and organization of the

information in individual process and preparation of the individual portfolios

– Collective assessment of attitudes, expectations and self-perception of competences, needs and difficulties.


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5. Procedures (cont.)

• Second stage: The construction of the Magic Carpet

Activities developed weekly for two hours in activity room:

– Research and collection of data through the internet about the theme

– Biography of the chosen author

– Exhibition of the collected material

– Construction of posters and school newspapers about the theme

– Field trip / excursions and book choosing (City Library, Book market, bookshops)

– Expressions workshop – Needlecraft atelier (preparation of the interactive carpet)

– Arts atelier

– Acting atelier

– Reading atelier


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5. Procedures (cont.)

• Third stage: Presenting the Magic Carpet– Organization and presentation of the carpet and the story

in several Kindergarten schools and Primary schools.

– (see Film)

• Fourth stage: Assessment after presentation– Organization of the records in individual portfolios

– Collective assessment of the developed activity and of the collected records.

– Report about students’ progress (each 3 months).


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• Portfolio assessment is useful in children and young students with disabilities.

• This kind of assessment promotes autonomy, self-regulation and reflection.

• The permanent dialogue established between teacher and their students in all instruction and assessment process, allows to reflect on what have changed in their work; what the students have learned; the reasons of chosen one or other sample from the portfolio to reflection; what could be added, deleted or changed;

• Traditional assessments are focused on what students are not learning. Portfolios’ assessment values each one of the students and their own characteristics.


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Conclusions

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Portfolio Limitations

• “How are portfolio contents related to the criterion used to decide whether a student is making satisfactory progress?

• How are portfolio contents related to the criterion used to decide whether a student should be referred to ascertain eligibility for special education?

• How are portfolio contents related to the decisions to alter instruction when a student is not making satisfactory progress?

• How can a student’s portfolio be used to make decisions about inclusion?

• How can a student’s portfolio be used to determine current instructional levels?

• How can a student’s portfolio be used to determine rates of acquisition and retention?”

(Salvia et al, 2007)

6/27/2011Portfolio as a tool of dynamic assessment

of pupils with SEN

portfolio as a tool of dynamic assessment of pupils … of projects. ... portfolio as a tool of...

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