22 april 2004eddy lee design and implementation of portfolio for learning and assessment lee yeung...

22 April 2004 Eddy Lee

Design andImplementation of Portfolio for Learning

and Assessment

Lee Yeung Chun Eddy(Raimondi College)


Key Questions

1. What characterize a learning portfolio for active learning?

2. How can teachers get started using portfolio?3. How are assessment criteria and rubric

developed in scoring student portfolio? 4. How can portfolio be used as a learning,

teaching and assessment tool?5. What are the possible tensions and necessary

supports to facilitate the successful implementation of portfolio as part of student assessment in schools?

22 April 200422 April 2004 Eddy LeeEddy Lee

ActiveActive Learning Learning

Constructivist Way of Teaching

Active Learner

Assessment


What characterize an Active Learner?

Build on & extend what they know (Prior Knowledge)

Work with others in creating new knowledge

Self-direct their thinking using metacognitive skills

Awareness of own Knowledge & Learning

Control & Regulate Own Learning

Processes


Portfolio AssessmentPortfolio Assessment

Design and ImplementationDesign and Implementation


Learning Portfolio

• Examine/Understand Own Learning through Examine/Understand Own Learning through goal settinggoal setting

• Provide Learning Evidence for the set goal(s)Provide Learning Evidence for the set goal(s) • Evidence-based Evidence-based Self-reflection • Control & Regulate Own Learning Processes

Awareness of Own Learning

Control & Regulate Own Learning Processes

Effective Learning


What evidence do we need the students to collect?

• Match with your learning goals/objectives

Examples:

1. Foster Active Learner

2.Teaching of Nine Generic Skills

3.Five Learning Experiences


Possible Portfolio Entries Concept Map Student-generated Questions News Clippings Application Pieces of work from different

stages of doing Project Learning Diary/Reflection Drafts & Final Version of a piece of

composition


What to Assess?

How well they have learnt? Coherence of knowledge, principled

problem solving, knowledge use, automatised skills, and metacognitive skills (Glaser, 1988)

Ability to apply and to use skills and knowledge in authentic situations (Wolf, 1995)


Developing criteria/rubric for scoring student portfolio


Implementation

• Rubrics ConstructionRubrics Construction1. Abstract to Concrete2. Trial Marking:

• Why does this piece of work worth 4 marks / C+?

3. Collection & Compilation of Remarks


The Functions of Rubrics

StudentsStudents• Goal Setting

• Self-monitoring

Teacher•Teaching Goals•Provide Quality

FeedbackCommunication

Concept MapRubrics


How to foster active learning?How to foster active learning?

Employ Knowledge Building Methods:Employ Knowledge Building Methods:

1.1. Design your lesson which maximize Design your lesson which maximize the use of metacognitive skillsthe use of metacognitive skills

2.2. Reflect on High PointsReflect on High Points

3.3. Asking Productive QuestionsAsking Productive Questions

4.4. Engage Students in Progressive Engage Students in Progressive Problem SolvingProblem Solving

5.5. Emphasis Collaborative EffortsEmphasis Collaborative Efforts


Use of Concept Map

Pedagogy I


How to integrate concept mapping into daily Junior Form

teaching & assessment?

Stage One1. Underline key points for the students2. Use concept map to organise the main

points/key ideas on board while teaching

3. Invite students to comment concept map4. Instruct students to complete the concept

map


Stage TwoStage Two• Underline the key points for the

students• Ask students to construct a

concept map themselvesStage Three• Distribute concept map samples

of different qualities• Present a semi-completed rubric• Ask students to improve the

rubric based on the concept map samples


Stage FourStage Four• Underline the key points and construct a

concept map by the studentsStage FiveStage Five• Concept mapping as a regular exercise • Make concept map as one of the portfolio

entriesStage SixStage Six• Peer Assessment?Peer Assessment?


Use of Concept Map in Senior Form

Pedagogy:• Concept Mapping embedded with

Jigsaw and Reciprocal Teaching strategies


Individual to Group Concept Map

Procedures:• Divide students into a group of 4 to 6• Each student/pair of students responsible for a

chapter or a piece of • Preparing sub-topic concept map• Instructions for reciprocal teaching• Teaching & Questioning within expert group• Summarizing Phase• Students commenting other groups’ concept

maps• Group Presentation


Learning Diary (High Points)

Pedagogy II


How to teach student to How to teach student to reflect?reflect? Provide students with guiding Provide students with guiding

questions/overview for reflection (learning questions/overview for reflection (learning goals)goals)

Explain the questionsExplain the questions Pilot trial (ask students to work on two to Pilot trial (ask students to work on two to

three questions)three questions) Ask two students to copy their reflection on Ask two students to copy their reflection on

board the next lesson board the next lesson Analyses the reflections with the whole Analyses the reflections with the whole

classclass RewriteRewrite Distribute some exemplar works as good Distribute some exemplar works as good

models (scaffold)models (scaffold)


Hints for setting guiding questionsHints for setting guiding questions

Provide an Overview of the topicProvide an Overview of the topic Generic QuestionsGeneric Questions SequencingSequencing Providing scaffoldsProviding scaffolds


Provide Guiding QuestionsProvide Guiding Questions

What activities have you experienced What activities have you experienced last week?last week?

What skills and knowledge have you What skills and knowledge have you learnt from these activities?learnt from these activities?

What are the most important things that What are the most important things that you have learnt?you have learnt?

Why do you think they are important?Why do you think they are important? What are the main ideas of the chapters What are the main ideas of the chapters

that you have learnt?that you have learnt? What are the things you still do not What are the things you still do not

understand?understand? What will you do in order to solve these What will you do in order to solve these

problems?problems?


What characterise a good What characterise a good piece of reflection?piece of reflection?

Support with learning evidenceSupport with learning evidence Able to identify strengths (what Able to identify strengths (what

they have learnt) & weaknesses they have learnt) & weaknesses (improvements)(improvements)

Setting new goal(s) (solutions)Setting new goal(s) (solutions) Solutions have to be operationalSolutions have to be operational Well organised.Well organised.


Basics of Student Portfolios

• Establishing goals & purposes• Choosing a type of portfolio

(Working/Documentary/Show)• Setting the Time Frame• Determining what, when & how

much to collect


• Setting up a storage system• Teaching students to reflect• Sharing the portfolio entries

with others• Setting new goals/direction

Basics of Student Portfolios

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