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Developing a K-12 portfolio assessment plan : a study in the advantages and disadvantages of creating and sustaining a long-term student portfolio to improve assessment, instruction, and learning / Debora K. Salling

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Identifier	Thesis 1599
Author	Salling, Debora K
Title	Developing a K-12 portfolio assessment plan : a study in the advantages and disadvantages of creating and sustaining a long-term student portfolio to improve assessment, instruction, and learning / Debora K. Salling
Publisher	Central Connecticut State University
Date	2000
Resource Type	Master's Thesis
Notes	In this thesis I explored, through in-depth literature review, survey, and teacher interviews, the value and feasibility of creating and maintaining a K-12 student portfolio that would present a learning history of each student over an extended period of time (i.e., K-3 portfolio, 4-5 portfolio, 6-8 portfolio, 9-12 portfolio). Given that assessment is a multi-faceted topic, and given the variety of assessment strategies available to educators, the thesis was limited to the research question: How would a K-12 portfolio assessment plan improve the learning/teaching/assessment process? To answer this question, I investigated: 1) the connection between teaching, learning, and assessment; 2) the contrast between authentic assessment and grading; 3) improving teacher effectiveness through alternative assessments; 4) the purpose and design of portfolio assessment; 5) the issues of reliability and validity; 6) the limitations of using portfolios; 7) the use of technology to support portfolio assessment; 8) the findings of schools currently using portfolio assessment; 9) the attitudes of teachers in the Windsor Locks School District about portfolio assessment in general. A qualitative research design was used to investigate the experience of teachers within the Windsor Locks School District. Specifically, a survey and three interviews were conducted to determine teachers; levels of understanding and experiences with portfolios, their ability to use portfolios to inform teaching, and their willingness and capacity to use a K-12 portfolio. The survey results and teacher interviews conducted as part of my research indicate that there are many benefits and few disadvantages to using portfolios in the classroom. Specifically, if conceived through careful planning, the long-range portfolio can be an informed collection of student work and a learning biography comprising a variety of insights into the student’s skills, accomplishments, and aptitudes. The findings of the teacher interviews and surveys were consistent with the studies conducted by educational researchers such as Roe and Vukelich (1997), Dennie Palmer Wolf (1994), and Hudson and Penta (1998). Specifically they imply that portfolios are useful in diagnosing learner strengths and weaknesses, in knowing where to adapt instruction, in actively involving students in the assessment process, and in effectively communicating student performance with parents much more effectively than traditional models. The survey and interviews also showed that there are significant differences between traditional methods of assessment (i.e., standardized tests) and portfolio assessment. Teachers opting to use portfolios point out that they have moved away from a teacher-centered classroom to one where goals are student-centered, students are engaged in authentic activities and projects, and there is less competition in the classroom. These teachers described students who are engaged in higher-level thinking because the learning activities are authentic and because students participate in assessing their own products and performance. While a K-12 portfolio is probably an attainable goal, particularly for school districts already committed to and engaged in alternative assessments, further research is necessary to determine its effectiveness in the Windsor Locks School District. Yet to be determined is how much more value would be added to instruction, learning, and assessment if a learning history were maintained for each student over an extended period of time. Additional study should include the learner’s perceptions about portfolios, and whether a leaner’s accomplishments surpass expectations/standards while using portfolios over traditional methods. Given a school’s standards and goals, it is also important to consider what types of documentation should be included in a student’s learning history. Research should also focus on the time-management strategies used by teachers when portfolios are employed, the issues inherent in having a student academic biography accessible to future teachers, and the difficulties of communicating across elementary, middle, and secondary levels. It is my recommendation that the district begin by organizing an Assessment Study Team that is comprised of teachers, administrators, students, and parents from each school and from a variety of subject areas. The initial objective should be simply to provide a forum for discussing alternative assessments, sharing information and experiences. Questions the team can consider are: - How can students demonstrate the school vision? - How do we prepare teachers, administrators, and support staff to be able to discuss student work? - Why do we collect student work and how do we know what's good? - Who will select and reflect on student work? - How will technology be used to support assessment? - What are the district's professional development needs and how do we establish a learning community where teachers are willing and able to network across grades and subject areas? Other objectives could be decided upon if the members conclude that the team is productive in reaching its initial goal and determine it is worth pursuing a unified assessment philosophy such as a K-12 portfolio.
Subject	School management and organization -- Longitudinal studies
Department	Department of Teacher Education
Advisor	Aaronsohn, Elizabeth
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	45277431
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Developing a K-12 portfolio assessment plan : a study in the advantages and disadvantages of creating and sustaining a long-term student portfolio to improve assessment, instruction, and learning / Debora K. Salling

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