在教学和评价中使用关于学生作品的成长记录袋外文翻译资料

在教学和评价中使用关于学生作品的成长记录袋

原文作者 Arter J A, Spandel V 单位Educational Measurement: Issues and Practice

Using Portfolios of Student Work in Instruction and Assessment

Judith A. Arter and Vicki Spandel

Northwest RegionaZ Educational Laboratory

The tern portfolio has become apopular buzz word. Unfortunately, it is not always clear exactly what is meant or implied by the term, especially when used in the context of portfolio assessment. This training module is intended to clarify the notion ofportfolio assessment and help users design such assessments in a t~oughtfuml anner. We begin with a discussion of the rationale for assessment alternatives and then discuss portfolio definitions, characteristics, pitfalls, and design considerations.

Educators and critics are currently reciting a litany of problems concerning the use of multiple-choice and other structured format tests for assessing many important student outcomes. This has been accompanied by an explosion of activity searching for assessment alternatives (French, 1991;Jongsma, 1989; McLean, 1990; Mills, 1989; Myers, 1987; Stiggins, 1991; Valencia, 1990; and Wolf, 1988) that will accomplish the following:

1. Capture a richer array of what students know and can do than is possible with multiple-choice tests. Current goals for students go beyond knowledge of facts and include such things as problem solving, critical thinking, lifelong learning of new information, and thinking independently. Goals also include dispositions such as persistence,flexibility, motivation, and self-confidence.

2. Portray the processes by which students produce work.It is important, for example, that students utilize efficient strategies for solving problems as well as getting the right answer. It is also important for students to be able to do such things as monitoring their own learning so that they can adjust what they do when they perceive they are not understanding.

3. Make our assessments align with what we consider important outcomes for students in order to communicate the right message to students and others about what we value. For example, if we emphasize higher order thinking in instruction, but only test knowledge because testing thinking is difficult, students figure out pretty fast what is really valued.

4. Have realistic contexts for the production of work, so that we can examine what students know and can do in real-life situations.

5. Provide continuous and ongoing information on how students are doing in order to chronicle development, give effective feedback to students, and encourage students to observe their own growth.

6. Integrate assessment with instruction in a way consistent with both current theories of instruction and goals for students. Specifically, we want to encourage active student engagement in learning, and student responsibility for and control of learning. We also want to develop

assessment techniques that, in their use, improve achievement and not just monitor it.

Using portfolios of student work for assessment, already an instructional tool in many places, is seen as one potential way to accomplish these things. But, using portfolios will only have

these desired effects if we plan them carefully.

Definition of a Portfolio

In consideration of the above values, we offer a definition that is adapted from that developed and refined over a period of 2 years by a consortium of educators under the auspices of NWEA (Northwest Evaluation Association). (For more discussion,see Arter amp; Paulson, 1991; Paulson et al., 1990; NWEA,1990.) Our adaptation defines a student portfolio as apurposeful collection of student work that tells the story of the studentrsquo;s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judging merit; and evidence of student self-reflection. This

definition supports the view that assessment should be continuous, capture a rich array of what students know and can do, involve realistic contexts, communicate to students and others what is valued, portray the processes by which work is accomplished, and be integrated with instruction.

Purposeful

Without purpose, a portfolio is just a folder of student work. Different purposes could result in different portfolios. For example, if the student is to be evaluated on the basis of the work in the portfolio (e.g., for admission to college), then he or she would probably choose the final version of his or her best work. If the portfolio is to be used to see how students go about doing a project, a complete record of all activities, drafts, revisions, etc., might be kept. Sometimes the purpose for doing a portfolio is to celebrate what has been accomplished. This is a keepsake purpose, and might include personal favorites. On top of all this, add the purposes of large-scale assessment,

which may require more standardized samples of work. Because of the potential differences in content and approach, it is essential that users have a clear idea of the purpose of the portfolio.

Student Self-Reflection

Self-reflection is seen as necessary because of the purposeful nature of the selection of work or other displays for the portfolio. To satisfy a purpose, there needs to be a rationale for the selection of the items to be included; this requires an analysis of the work and what it demonstrates. Recording this self-reflection

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