Summer of Learning (2018) #6 Creating Evidence and Portfolios with @Anne_DaviesPhD @Sandra_Herbst and @BrendaLAugusta
get the book: Collecting Evidence and Portfolios https://connect2learning.com/classroom-assessment/collecting-evidence-and-portfolios-engaging-students-in-pedagogical-documentation/
Setting the purpose for Portfolios and Collections of Evidence
Respect of/for Learners – why evidence IS good evidence….is it for marks? is it of value? does everything needed to be assessed? Joint Selection – part of Descriptive Feedback Loop = an INVITATION for documentation (why it is being documented)
COLLECT (what do we want to collect)
SELECT (how do we choose what evidence best fits the purpose)
REFLECT (why does it show what you want it to show)
PROJECT (connect and share how it shows what you want it to show)
Ownership and Motivation – accuracy based on authentic creations is important. A way to reflect back on what was learned as well
Can’t just be “I taught it” but shifts and slows the process to “did they learn it”.
Not everything has to be included – not even all the “final samples” – show growth and progress. Show an appreciation for “next steps” – metacognition!!
How often do we share what we do – either in curriculum or in assessment….or in efolios!!
Strategy: discussion at table, then random number will “move” one person to next table to share a synthesis of the table conversation without bringing up anything “you” said….!
Questions along the way:
1. How do portfolios and collections of evidence support teachers?
2. How does involving students in portfolios and collections of evidence support instruction and instructional design?
3. How does collecting evidence support student/adult learning?
7 Actions of Assessment For Learning
⁃ have a clear learning destination
⁃ Use samples to understand quality and development
⁃ Participate in the co-construction of criteria
⁃ Are involved in feedback cycles to feed the learning forward, including self- and peer assessment
⁃ collect evidence to prove they have learned
⁃ set goals for their next steps
⁃ communicate their learning to others, both formally and informally
Assessment and Evaluation
⁃ New Brunswick example (to arrive at a lettergrade/percentage) Product = 30% Practice – 30% Progress/Process- 40%. Valued observations as well as tasks being completed
Into secondary, more students can be more independent in choosing what to share in the efolio and reflecting on it. Doesn’t even need to be a “best score” because the reflection can be about what they learned/did after
How often do we: evaluate what we value and value what is evaluated (esp in secondary)
There could/should be a gradual/guided release of responsibility
Common worry: the word Ownership. It is easy for teaches to take over – need to be okay shifting the “doing”.
Doesn’t have to be a “thing of beauty” – Learning is messy, but important. And personal growth is most important of all. Instead of comparing to each other (and perhaps even over and above comparing work to a standard) the focus is “I used to… now I……”
One thought to…
The Trevor Culkins model of “how many ways” being about strategies not just frequency (ie shifting from all addition to using all algorithms and whole and part numbers)
Collections of Evidence & Evaluation
I like the idea of scheduled “Proof Days” – and providing a “proof sheet” to cut apart and select work that shows examples of what has been worked on (including perseverance, improvement, etc) in order to help guide the students in terms of the language they will need and WHY they need it.
Planning for success:
⁃ select a focus
⁃ Explain purpose and audience
⁃ Identify timeline
⁃ Make decisions about format(s)
⁃ Provide and/or co-construct descriptions of quality
⁃ Use gradual release of responsibility
⁃ Pause and provide time for selection and reflection
A nice reminder that formative and summarize are more mindsets of assessment rather than “types”
Self Reflection Piece – can/should be ongoing and can be as simple as a post-it on top of work
My big takeaways/reinforcements
⁃ There will still be some trial and error as “we” (collectively) set structures around what should be in eportfolios
⁃ Efolios continue to be the best way to communicate personalized learning journeys (essential with a mindset of “everyone is on an IEP whether its formal or not)
⁃ Can’t just “expect” students to do things (even choosing what should be in the folio) need to guide them
⁃ Alignment of language is important in order to reach alignment in practice (whether performance standards, ranges, but even %s and types of assignments)
My big Yikes! Moments:
⁃ some are using videos on efolios to show “bad behaviours” why you need to go to a doctor, sign IEP, etc…..
Big “why” is that efolios allow students to be individuals. Equity mindset that everyone is valued and treated with dignity and respect for what they are doing and why they are working on that:
Observation chart idea
C = clear responses/understanding
E = elaborated explanations
A = alternate ways to explain
R = uses resources
A = starts independently
K = keeps the self writing
T = talks about the writing
C = uses criteria for writing
Remember that Teachers can/should our items into efolio – such as an observation record.
Professional judgement is not a guess.
Picture This organizer
(Even in primary)