Student Portfolios as Part of Assessments

Assessing and Reporting Student Achievement Summary

The chapter goes over a number of important points regarding assessing student achievement. It notes, for example, that continuous assessment is so important that educators must be knowledgeable about various assessment principles and techniques. The chapter goes on to explain some of these principles and techniques, discussing terms related to assessment, suggesting procedures for constructing assessment items, and identifying the pros and cons of different assessment types and procedures.

The chapter also looks at the challenges of student assessment. It focuses on the importance of understanding students' cognitive, affective, and psychomotor development. It shows why traditional paper-and-pencil tests only capture a portion of a student's overall progress. It explains that the modern approach to assessment encourages a more holistic view by incorporating various techniques to gauge a student's learning process, thinking capabilities, and the outcomes of their learning. It also points out that marks and grades have been integral to the schooling system for over a century—but that there is more evidence now that conventional report cards might not be the most appropriate method for evaluating students. Nonetheless, letter grades are still used in schools due to expectations from parents, students, colleges, and employers.

The chapter also goes into the purposes and principles of assessment in aiding student learning, identifying strengths and weaknesses, evaluating instructional strategies, and improving curriculum programs. It argues that assessment plays a part in decision-making regarding a student's future and in communicating with parents about their child's progress. The chapter also touches on the concept of mastery learning and curriculum-based measurement (CBM). CBM involves identifying and tracking a student's development in basic skills, especially in reading, spelling, and math. Instead of traditional content-specific testing, CBM identifies skills and content students should master by the end of the year. Multiple tests covering the same curriculum material are administered throughout the year. These tests help track individual student progress and identify those who might benefit from additional support. The chapter shows that research indicates that CBM not only meets the Adequate Yearly Progress (AYP) requirements of the No Child Left Behind Act (NCLB) but also helps teachers significantly improve the learning achievement of struggling students.

Also noted is that the terminology used in assessment can be confusing. The chapter differentiates between assessment and evaluation, with the former being a neutral process of determining what students are learning and the latter involving interpretation of the findings. Measurement refers to quantifiable data, while assessment is broader and might not always involve quantification. Overall, the chapter recommends that students should be actively involved in the assessment process. Continuous self-assessment is shown to be vital for students to understand their own learning trajectory. It is a process that empowers students, and that lets them to take ownership of their learning journey. The chapter suggests teachers use tools like performance checklists, where student behaviors can be observed in action, to help with assessing affective and psychomotor domain learning. Also recommended are portfolios, which can be used to reflect course goals and learning objectives. Students are responsible for maintaining their portfolios, and they should remain in the classroom. Portfolios should not be graded in comparison to others but should be used for self-assessment and showcasing progress. Overall, the chapter warns that teachers must be cautious when recording observations about students. Comments can have significant implications, especially if they are misinterpreted. Teachers should be mindful of the potential impact of their comments on students.