Portfolio based Portfolio based assessment - options assessment - options

for the new CGEAfor the new CGEA

Portfolio based Portfolio based assessment - options assessment - options

for the new CGEAfor the new CGEA

What the CGEA requires

• Develop and document a learning plan and portfolio - (Cert I)

Application of the unit……• The learner is also supported to develop and

maintain a portfolio of completed work samples, selected to demonstrate competency in particular skill areas. The portfolio conforms to an agreed format.

• It is also recommended that the application is integrated with other units.

Element 4: Prepare portfolio of completed work samples

Performance criteria:

• 4.1 Purposes of the portfolio are discussed• 4.2 Types of evidence required are identified

and discussed• 4.3 Purpose of evidence is defined• 4.4 Format of portfolio is clarified• 4.5 Examples of evidence are collected for

portfolio

Research pathways and produce a learning plan and portfolio –

Cert II

Application of the unit……• The learner will also develop and maintain

a portfolio of evidence which documents achievement against course goals.

• It is also recommended that the application is integrated with other units.

Element 4: Prepare portfolio of completed work samples

• 4.1 Possible audiences and uses for the portfolio are identified (eg. Employers, teachers or program managers, employment agencies, self, family)

• 4.2 Requirements of the portfolio are identified (eg. documenting progress to achievement goals, competencies, recording current competencies, documenting employability skills – use of suitable format organisation by date or unit of study)

• 4.3 Types of evidence selected are discussed (eg. collections complied by learner, journal/log book)

• 4.4 Examples of evidence are assembled for portfolio (eg. Selected for particular audience and purpose, proof read, presented in logical order)

Reading outcomes (engage with texts)

Example Elements: Cert I• Locate routine and familiar information for learning purposes in

everyday texts of limited complexity• Read and interpret a range of everyday texts of limited complexity for

learning purposes• Evaluate a range of texts of limited complexity relevant to own

learning

Example elements: Cert II• Locate structurally intricate texts relevant to a range of employment

purposes• Analyse content in a range of texts of some complexity for

employment purposes• Critically evaluate a range of texts relevant to employment purposes.

Writing outcomes (create texts)

Example elements: Cert I • Research everyday and less familiar texts types

relevant to learning• Prepare text of limited complexity in the learning

context• Produce text of limited complexity in the learning

context

Example elements: Cert II• Research a range of text types useful for community

access• Prepare a portfolio of community texts• Produce a portfolio of community texts accurately

What are portfolios?“a collection of artifacts of students’ learning experiences assembled

over time”

“ Portfolios represent a philosophy that demands that we view assessment asan integral part of our instruction, providing a process for teachers and students to use to guide learning. It is an expanded definition of assessment

in which a wide variety of indicators of learning are gathered across many situations before, during and after instruction. It is a philosophy that honours both the process and products of learning as well as the active participation

of the teacher and the students in their evaluation and growth”

Portfolios – Assessment Resource Kit by Forster, M and G. Masters 1996 ACER p 22

Different kinds of portfolio

Purpose• Formative• diagnostic assessment OR• Summative assessment

Content• Everything• A few items

Selection• Student• Teacher • External agency

Working portfolios

• Belongs to the student• Is used mainly for instructional purposes• Are reflective• Need to include sufficient information for

teacher to monitor progress over time• Must balance student ownership with

teacher direction

Some benefits of working portfolios?

Encourages students to:• Take control of their learning• Feel pride in their work• Become reflective learners• Set goals• To monitor their own progress

Documentary portfolios

• Assembled specifically for assessment • Show a student’s best work• Not only final products but also evidence

of processes e.g. drafts, planning sheets, mind maps, feedback sheets

• Both teachers and students can jointly be involved in the selection process although teachers must ensure that evidence is included for all learning outcomes

Spotlighting

• When planning a unit of work a teacher “spotlights” a number of activities – for inclusion as evidence in the documentary portfolio.

The portfolio conference

• provides teachers with regular, planned opportunities to encourage student self assessment and reflection

• provides an opportunity for teachers and students to set goals and priorities

• Focuses on processes

SHOW PORTFOLIO

• Only contains finished products• All material is linked to curriculum goals• Portfolio contents are tightly specified

Benefits of documentary portfolios?Benefits of show portfolios?

Ideas for portfoliosIdeas for portfoliosIdeas for portfoliosIdeas for portfolios

A reading log

• Key texts read in class (with activities)• Reading journal entries/reading log –

what I read this week/month, what I plan to read next week/month

• Feedback sheet on a short story read together in class

A writing log

• Self assessment writing checklist• Works in progress• Finished work• Journal entries

Reading outcomes (engage with texts) Example Elements:

Cert I• Locate routine and familiar information

for learning purposes in everyday texts of limited complexity

• Read and interpret a range of everyday texts of limited complexity for learning purposes

• Evaluate a range of texts of limited complexity relevant to own learning

Writing outcomes (create texts) Example

Elements: Cert I

• Research everyday and less familiar texts types relevant to learning

• Prepare text of limited complexity in the learning context

• Produce text of limited complexity in the learning context

Employability skills• Could be used as the basis for

organising the portfolio• Could be integrated with other

activities