c



 - In this type of learning, materials and activities are framed around
"real life" contexts in which they would be used. The underlying assumption of this approach
is that material is meaningful to students and therefore, more motivating and deeply
processed. Related terms/concepts include: contextualized learning, theme-based
curriculum. ?

² 


 - In this approach, material is taught in the context in which it
would be used in "real life." The underlying assumption is that the context provides
meaningfulness to abstract information, making it more concrete and therefore, easier to
learn. Related terms/concepts include: theme-based learning, authentic learning,
experiential learning.?

÷

 
 -involves the student in his/her learning to a much greater degree
than in traditional (pedagogical) learning environments. Related terms/concepts include:
active learning, hands on learning, deep level processing, higher order thinking. ?

<
c

c


Ý
 

A form of assessment in which students are asked to perform real-world tasks that demonstrate
meaningful application of essential knowledge and skills -- Jon Mueller

"...Engaging and worthy problems or questions of importance, in which students must use knowledge
to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the
kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant
Wiggins -- (<).

"Performance assessments call upon the examinee to demonstrate specific skills and competencies,
that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (

).

<
 c

c

 


An authentic assessment usually includes a task for students to perform and a rubric by which their
performance on the task will be evaluated. Click the following links to see many examples of authentic
tasks and rubrics.

Ô? ÷   from teachers in my Authentic Assessment course

 c

c







  
c


The following comparison is somewhat simplistic, but I hope it illuminates the different assumptions of
the two approaches to assessment.




  c

By "traditional assessment" (TA) I am referring to the forced-choice measures of multiple-choice tests,

fill-in-the-blanks, true-false, matching and the like that have been and remain so common in
education. Students typically select an answer or recall information to complete the assessment.
These tests may be standardized or teacher-created. They may be administered locally or statewide,
or internationally.

Behind traditional and authentic assessments is a belief that the primary mission of schools is to help
develop productive citizens. That is the essence of most mission statements I have read. From this
common beginning, the two perspectives on assessment diverge. Essentially, TA is grounded in
educational philosophy that adopts the following reasoning and practice:

1. A school's mission is to develop productive citizens.

2. To be a productive citizen an individual must possess a certain body of knowledge and skills.
3. Therefore, schools must teach this body of knowledge and skills.
4. To determine if it is successful, the school must then test students to see if they acquired the
knowledge and skills.

In the TA model, the curriculum drives assessment. "The" body of knowledge is determined first.
That knowledge becomes the curriculum that is delivered. Subsequently, the assessments are
developed and administered to determine if acquisition of the curriculum occurred.

c

c


In contrast, authentic assessment (AA) springs from the following reasoning and practice:

1. A school's mission is to develop productive citizens.

2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the real
world.
3. Therefore, schools must help students become proficient at performing the tasks they will
encounter when they graduate.
4. To determine if it is successful, the school must then ask students to perform meaningful tasks that
replicate real world challenges to see if students are capable of doing so.

Thus, in AA, assessment drives the curriculum. That is, teachers first determine the tasks that
students will perform to demonstrate their mastery, and then a curriculum is developed that will
enable students to perform those tasks well, which would include the acquisition of essential
knowledge and skills. This has been referred to as planning backwards (e.g., Ý  ).

If I were a golf instructor and I taught the skills required to perform well, I would not assess my
students' performance by giving them a multiple choice test. I would put them out on the golf course
and ask them to perform. Although this is obvious with athletic skills, it is also true for academic
subjects. We can teach students how to do math, do history and do science, not just know them.
Then, to assess what our students had learned, we can ask students to perform tasks that "replicate
the challenges" faced by those using mathematics, doing history or conducting scientific investigation.

c

c
²  


  c


But a teacher does not have to choose between AA and TA. It is likely that some mix of the two will
best meet your needs. To use a silly example, if I had to choose a chauffeur from between someone
who passed the driving portion of the driver's license test but failed the written portion or someone
who failed the driving portion and passed the written portion, I would choose the driver who most
directly demonstrated the ability to drive, that is, the one who passed the driving portion of the test.
However, I would prefer a driver who passed both portions. I would feel more comfortable knowing
that my chauffeur had a good knowledge base about driving (which might best be assessed in a
traditional manner) and was able to apply that knowledge in a real context (which could be
demonstrated through an authentic assessment).

Ýc


!
 

   c

c

Another way that AA is commonly distinguished from TA is in terms of its defining attributes. Of
course, TA's as well as AA's vary considerably in the forms they take. But, typically, along the
continuums of attributes listed below, TA's fall more towards the left end of each continuum and AA's
fall more towards the right end.


  """""""""""""""""""""""""""""""""""""""""""""c



Selecting a Response ------------------------------------ Performing a Task

Contrived --------------------------------------------------------------- Real-life

Recall/Recognition ------------------------------- Construction/Application

Teacher-structured ------------------------------------- Student-structured

Indirect Evidence -------------------------------------------- Direct Evidence

Let me clarify the attributes by elaborating on each in the context of traditional and authentic
assessments:

 
 # 
$


  
 On traditional assessments, students are typically
given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to
select the right answer. In contrast, authentic assessments ask students to demonstrate
understanding by performing a more complex task usually representative of more meaningful
application.

² 

%
# "  It is not very often in life outside of school that we are asked to select from
four alternatives to indicate our proficiency at something. Tests offer these contrived means of
assessment to increase the number of times you can be asked to demonstrate proficiency in a short
period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate
proficiency by doing something.

# # 
  &  
² 


 c 
  &   Well-designed
traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students
have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement
to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to
recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that
sense. However, the demonstration of recall and recognition on tests is typically much less revealing
about what we really know and can do than when we are asked to construct a product or performance
out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize
and apply what they have learned in a substantial manner, and students create new meaning in the
process as well.

 
"






"



 When completing a traditional assessment, what a
student can and will demonstrate has been carefully structured by the person(s) who developed the
test. A student's attention will understandably be focused on and limited to what is on the test. In
contrast, authentic assessments allow more student choice and construction in determining what is
presented as evidence of proficiency. Even when students cannot choose their own topics or formats,
there are usually multiple acceptable routes towards constructing a product or performance.
Obviously, assessments more carefully controlled by the teachers offer advantages and
disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be
considered when choosing and designing an assessment.

a

÷%
Ý

÷% Even if a multiple-choice question asks a student to analyze
or apply facts to a new situation rather than just recall the facts, and the student selects the correct
answer, what do you now know about that student? Did that student get lucky and pick the right
answer? What thinking led the student to pick that answer? We really do not know. At best, we can
make some inferences about what that student might know and might be able to do with that
knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex,
real-world situations. Authentic assessments, on the other hand, offer more direct evidence of
application and construction of knowledge. As in the golf example above, putting a golf student on the
golf course to play provides much more direct evidence of proficiency than giving the student a written
test. Can a student effectively critique the arguments someone else has presented (an important skill
often required in the real world)? Asking a student to write a critique should provide more direct
evidence of that skill than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.

 

 


These two different approaches to assessment also offer different advice about teaching to the test.
Under the TA model, teachers have been discouraged from teaching to the test. That is because a
test usually assesses a sample of students' knowledge and understanding and assumes that students'
performance on the sample is representative of their knowledge of all the relevant material. If
teachers focus primarily on the sample to be tested during instruction, then good performance on that
sample does not necessarily reflect knowledge of all the material. So, teachers hide the test so that
the sample is not known beforehand, and teachers are admonished not to teach to the test.

With AA, teachers are encouraged to teach to the test. Students need to learn how to perform well on
meaningful tasks. To aid students in that process, it is helpful to show them models of good (and not
so good) performance. Furthermore, the student benefits from seeing the task rubric ahead of time
as well. Is this "cheating"? Will students then just be able to mimic the work of others without truly
understanding what they are doing? Authentic assessments typically do not lend themselves to
mimicry. There is not one correct answer to copy. So, by knowing what good performance looks like,
and by knowing what specific characteristics make up good performance, students can better develop
the skills and understanding necessary to perform well on these tasks. (For further discussion of
teaching to the test, see d  
.)

c


%' 
c

c

You can also learn something about what AA is by looking at the other common names for this form of
assessment. For example, AA is sometimes referred to as

Ô? $

 c
(or Performance-based) -- so-called because students are asked
to perform meaningful tasks. This is the other most common term for this type of assessment.
Some educators distinguish performance assessment from AA by defining performance
assessment as performance-based as Stiggins has above but with no reference to the
authentic nature of the task (e.g., (
). For these educators, authentic assessments
are performance assessments using real-world or authentic tasks or contexts. Since we should
not typically ask students to perform work that is not authentic in nature, I choose to treat
these two terms synonymously.
 Ô? c


%c
-- so-called because AA is an alternative to traditional assessments.
Ô? Ý

c
-- so-called because AA provides more direct evidence of meaningful
application of knowledge and skills. If a student does well on a multiple-choice test we might
infer indirectly that the student could apply that knowledge in real-world contexts, but we
would be more comfortable making that inference from a direct demonstration of that
application such as in the golfing example above.

c

 


²



 c

 


( c

 


c

 
 cn assignment given to students designed to assess their ability to apply standard-
driven knowledge and skills to real-world challenges

In other words, a task we ask students to perform is considered authentic when 1) students are asked
to construct their own responses rather than select from ones presented and 2) the task replicates
challenges faced in the real world. (Of course, other definitions abound.)

If I were teaching you how to play golf, I would not determine whether you had met my standards by
giving you a multiple-choice test. I would put you out on the golf course to "construct your own
responses" in the face of real-world challenges. Similarly, in school we are ultimately less interested
in how much information students can acquire than how well they can use it. Thus, our most
meaningful assessments ask students to perform authentic tasks.

However, these tasks are not just assessments. Authentic assessment, in contrast to more
traditional assessment, encourages the integration of teaching, learning and assessing. In the
"traditional assessment" model, teaching and learning are often separated from assessment, i.e., a
test is administered after knowledge or skills have (hopefully) been acquired. In the authentic
assessment model, the same authentic task used to measure the students' ability to apply the
knowledge or skills is used as a vehicle for student learning. For example, when presented with a
real-world problem to solve, students are learning in the process of developing a solution, teachers
are facilitating the process, and the students' solutions to the problem becomes an assessment of how
well the students can meaningfully apply the concepts.

²



 c

 


Another way that authentic assessment is commonly distinguished from raditional assessment is in
terms of their defining attributes. Of course, traditional assessments as well as authentic assessments
vary considerably in the forms they take. But, typically, along the continuums of attributes listed
below, traditional assessments fall more towards the left end of each continuum and authentic
assessments fall more towards the right end.


  """""""""""""""""""""""""""""""""""""""""""c



Selecting a Response ----------------------------------- Performing a Task

Contrived -------------------------------------------------------------- Real-life

Recall/Recognition ------------------------------ Construction/Application

Teacher-structured ------------------------------------ Student-structured

Indirect Evidence ------------------------------------------- Direct Evidence

Let me clarify the attributes by elaborating on each in the context of traditional and authentic
assessments:

 
 # 
$


  
 On traditional assessments, students are typically
given several choices (e.g., a,b,c or d; true or false; which of these match with those) and asked to
select the right answer. In contrast, authentic assessments ask students to demonstrate
understanding by performing a more complex task usually representative of more meaningful
application.

² 

%
# "  It is not very often in life outside of school that we are asked to select from
four alternatives to indicate our proficiency at something. Tests offer these contrived means of
assessment to increase the number of times you can be asked to demonstrate proficiency in a short
period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate
proficiency by doing something.

# # 
  &  
² 


 c 
  &   Well-designed
traditional assessments (i.e., tests and quizzes) can effectively determine whether or not students
have acquired a body of knowledge. Thus, as mentioned above, tests can serve as a nice complement
to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to
recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that
sense. However, the demonstration of recall and recognition on tests is typically much less revealing
about what we really know and can do than when we are asked to construct a product or performance
out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize
and apply what they have learned in a substantial manner, and students create new meaning in the
process as well.

 
"






"



 When completing a traditional assessment, what a
student can and will demonstrate has been carefully structured by the person(s) who developed the
test. A student's attention will understandably be focused on and limited to what is on the test. In
contrast, authentic assessments allow more student choice and construction in determining what is
presented as evidence of proficiency. Even when students cannot choose their own topics or formats,
there are usually multiple acceptable routes towards constructing a product or performance.
Obviously, assessments more carefully controlled by the teachers offer advantages and
disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be
considered when choosing and designing an assessment.

a

÷%
Ý

÷% Even if a multiple-choice question asks a student to analyze
or apply facts to a new situation rather than just recall the facts, and the student selects the correct
answer, what do you now know about that student? Did that student get lucky and pick the right
answer? What thinking led the student to pick that answer? We really do not know. At best, we can
make some inferences about what that student might know and might be able to do with that
knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex,
real-world situations. Authentic assessments, on the other hand, offer more direct evidence of
application and construction of knowledge. As in the golf example above, putting a golf student on the
golf course to play provides much more direct evidence of proficiency than giving the student a written
test. Can a student effectively critique the arguments someone else has presented (an important skill
often required in the real world)? Asking a student to write a critique should provide more direct
evidence of that skill than asking the student a series of multiple-choice, analytical questions about a
passage, although both assessments may be useful.

( c

 


I have used the term traditional assessment on this site to refer to the many tests that are commonly
administered to assess the acquisition of knowledge and skills. Tests usually consist of selected-
response items (see below) and, occasionally, some constructed-response items. In contrast,
authentic assessments include tasks such as performances, products and constructed-response items
that typically require more direct application of knowledge and skills. These types of tasks are
described below along with common examples of each. (² 

 to see a similar framework.)

 
"
 

In response to a prompt, students select an answer from among those given or from memory or from
allowable study aids. Typically, no new knowledge is constructed; students simply recall or recognize
information required to select the appropriate response. Examples include

Multiple-choice tests
True-false
Matching
Fill-in-the-blank
Label a diagram

² 


# 

In response to a prompt, students construct an answer out of old and new knowledge. Since there is
no one exact answer to these prompts, students are constructing new knowledge that likely differs
slightly or significantly from that constructed by other students. Typically, constructed response
prompts are narrowly conceived, delivered at or near the same time a response is expected and are
limited in length. However, the fact that students must construct new knowledge means that at least
some of their thinking must be revealed. As opposed to selected response items, the teachers gets to
look inside the head a little with constructed response answers. Examples include

(product-like):
Short-answer essay questions
"Show your work"
Concept maps
Figural representation (e.g., Venn diagram)
Journal response

(performance-like):
Typing test
Complete a step of science lab
On demand, construct a short musical, dance or
dramatic response
On demand, exhibit an athletic skill
$
 


In response to a prompt (assignment) or series of prompts, students construct a substantial, tangible

product that reveals their understanding of certain concepts and skills and/or their ability to apply,
analyze, synthesize or evaluate those concepts and skills. It is similar to a constructed-response item
in that students are required to construct new knowledge and not just select a response. However,
product assessments typically are more substantial in depth and length, more broadly conceived, and
allow more time between the presentation of the prompt and the student response than constructed-
response items. Examples include

Essays, stories or poems

Research reports
Extended journal responses
Art exhibit or portfolio
Lab reports
Newspaper
Poster

$

 

In response to a prompt (assignment) or series of prompts, students construct a performance that

reveals their understanding of certain concepts and skills and/or their ability to apply, analyze,
synthesize or evaluate those concepts and skills. It is similar to a constructed-response item in that
students are required to construct new knowledge and not just select a response. However,
performances typically are more substantial in depth and length, more broadly conceived, and allow
more time between the presentation of the prompt and the student response than constructed-
response items. Examples include

Conducting an experiment
Musical, dance or dramatic performances
Debates
Athletic competition
Oral presentation

# !


Ý




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c (
)
  
# !


  (%  $

  aa (# !


# !
 c scoring scale used to assess student performance along a task-specific set of criteria

Authentic assessments typically are criterion-referenced measures. That is, a student's aptitude on a
task is determined by matching the student's performance against a set of criteria to determine the
degree to which the student's performance meets the criteria for the task. To measure student
performance against a pre-determined set of criteria, a rubric, or scoring scale, is typically created
which contains the essential criteria for the task and appropriate levels of performance for each
criterion. For example, the following rubric (scoring scale) covers the research portion of a project:
 #
# !


²


   
Number of
x1 1-4 5-9 10-12
Sources
Historical Lots of historical No apparent
x3 Few inaccuracies
Accuracy inaccuracies inaccuracies
Can not tell from which Can tell with difficulty Can easily tell which
Organization x1 source information where information sources info was
came came from drawn from
Bibliography contains
Bibiliography contains All relevant
Bibliography x1 most relevant
very little information information is included
information

As in the above example, a rubric is comprised of two components: criteria and levels of
performance. Each rubric has at least two criteria and at least two levels of performance. The
criteria, characteristics of good performance on a task, are listed in the left-hand column in the rubric
above (number of sources, historical accuracy, organization and bibliography). Actually, as is common
in rubrics, the author has used shorthand for each criterion to make it fit easily into the table. The full
criteria are statements of performance such as "include a sufficient number of sources" and "project
contains few historical inaccuracies."

For each criterion, the evaluator applying the rubric can determine to what degree the student has
met the criterion, i.e., the level of performance. In the above rubric, there are three levels of
performance for each criterion. For example, the project can contain lots of historical inaccuracies, few
inaccuracies or no inaccuracies.

Finally, the rubric above contains a mechanism for assigning a score to each project. (Assessments
and their accompanying rubrics can be used for purposes other than evaluation and, thus, do not have
to have points or grades attached to them.) In the second-to-left column a weight is assigned each
criterion. Students can receive 1, 2 or 3 points for "number of sources." But historical accuracy, more
important in this teacher's mind, is weighted three times (x3) as heavily. So, students can receive 3, 6
or 9 points (i.e., 1, 2 or 3 times 3) for the level of accuracy in their projects.

Ý




The above rubric includes another common, but not a necessary, component of rubrics -- descriptors.
Descriptors spell out what is expected of students at each level of performance for each criterion. In
the above example, "lots of historical inaccuracies," "can tell with difficulty where information came
from" and "all relevant information is included" are descriptors. A descriptor tells students more
precisely what performance looks like at each level and how their work may be distinguished from the
work of others for each criterion. Similarly, the descriptors help the teacher more precisely and
consistently distinguish between student work.

Many rubrics do not contain descriptors, just the criteria and labels for the different levels of
performance. For example, imagine we strip the rubric above of its descriptors and put in labels for
each level instead. Here is how it would look:
 ²


 $
*+ , *+ ÷ 
*+
Number of Sources x1
Historical Accuracy x3
Organization x1
Bibliography x1

It is not easy to write good descriptors for each level and each criterion. So, when you first construct
and use a rubric you might not include descriptors. That is okay. You might just include the criteria
and some type of labels for the levels of performance as in the table above. Once you have used the
rubric and identified student work that fits into each level it will become easier to articulate what you
mean by "good" or "excellent." Thus, you might add or expand upon descriptors the next time you use
the rubric.

<(a %  $


 

² 



 

As mentioned in Step 3, it is very useful for the students and the teacher if the criteria are identified
and communicated prior to completion of the task. Students know what is expected of them and
teachers know what to look for in student performance. Similarly, students better understand what
good (or bad) performance on a task looks like if levels of performance are identified, particularly if
descriptors for each level are included.


 

  !-
% 

In addition to better communicating teacher expectations, levels of performance permit the teacher to
more consistently and objectively distinguish between good and bad performance, or between
superior, mediocre and poor performance, when evaluating student work.

d


! 


Furthermore, identifying specific levels of student performance allows the teacher to provide more
detailed feedback to students. The teacher and the students can more clearly recognize areas that
need improvement.

c (
)
  
# !


For a particular task you assign students, do you want to be able to assess how well the students
perform on each criterion, or do you want to get a more global picture of the students' performance
on the entire task? The answer to that question is likely to determine the type of rubric you choose to
create or use: Analytic or holistic.

c (

!


Most rubrics, like the Research rubric above, are analytic rubrics. An analytic rubric articulates levels
of performance for each criterion so the teacher can assess student performance on each criterion.
Using the Research rubric, a teacher could assess whether a student has done a poor, good or
excellent job of "organization" and distinguish that from how well the student did on "historical
accuracy."


 

!


In contrast, a holistic rubric does not list separate levels of performance for each criterion. Instead, a
holistic rubric assigns a level of performance by assessing performance across multiple criteria as a
whole. For example, the analytic research rubric above can be turned into a holistic rubric:

3 - Excellent Researcher

Ô? included 10-12 sources

Ô? no apparent historical inaccuracies
Ô? can easily tell which sources information was drawn from
Ô? all relevant information is included

2 - Good Researcher

Ô? included 5-9 sources

Ô? few historical inaccuracies
Ô? can tell with difficulty where information came from
Ô? bibliography contains most relevant information

1 - Poor Researcher

Ô? included 1-4 sources

Ô? lots of historical inaccuracies
Ô? cannot tell from which source information came
Ô? bibliography contains very little information

In the analytic version of this rubric, 1, 2 or 3 points is awarded for the number of sources the student
included. In contrast, number of sources is considered along with historical accuracy and the other
criteria in the use of a holistic rubric to arrive at a more global (or holistic) impression of the student
work. Another example of a holistic rubric is the i 
²

  

# !
i (
$Ý ) developed by Facione & Facione.

<
    (


!


Analytic rubrics are more common because teachers typically want to assess each criterion separately,
particularly for assignments that involve a larger number of criteria. It becomes more and more
difficult to assign a level of performance in a holistic rubric as the number of criteria increases. For
example, what level would you assign a student on the holistic research rubric above if the student
included 12 sources, had lots of inaccuracies, did not make it clear from which source information
came, and whose bibliography contained most relevant information? As student performance
increasingly varies across criteria it becomes more difficult to assign an appropriate holistic category
to the performance. Additionally, an analytic rubric better handles weighting of criteria. How would
you treat "historical accuracy" as more important a criterion in the holistic rubric? It is not easy. But
the analytic rubric handles it well by using a simple multiplier for each criterion.

<
   


!


So, when might you use a holistic rubric? Holistic rubrics tend to be used when a quick or gross
judgment needs to be made. If the assessment is a minor one, such as a brief homework assignment,
it may be sufficient to apply a holistic judgment (e.g., check, check-plus, or no-check) to quickly
review student work. But holistic rubrics can also be employed for more substantial assignments. On
some tasks it is not easy to evaluate performance on one criterion independently of performance on a
different criterion. For example, many writing rubrics (  ) are holistic because it is not
always easy to disentangle clarity from organization or content from presentation. So, some educators
believe a holistic or global assessment of student performance better captures student ability on
certain tasks. (Alternatively, if two criteria are nearly inseparable, the combination of the two can be
treated as a single criterion in an analytic rubric.)

  (%  $

  aa (# !


There is no specific number of levels a rubric should or should not possess. It will vary depending on
the task and your needs. A rubric can have as few as two levels of performance (e.g., a checklist) or
as many as ... well, as many as you decide is appropriate. (Some do not consider a checklist a rubric
because it only has two levels -- a criterion was met or it wasn't. But because a checklist does contain
criteria and at least two levels of performance, I include it under the category of rubrics.) Also, it is
not true that there must be an even number or an odd number of levels. Again, that will depend on
the situation.

To further address how many levels of performance should be included in a rubric, I am will separately
address analytic and holistic rubrics.

c (

!


Generally, it is better to start with a smaller number of levels of performance for a criterion and then
expand if necessary. Making distinctions in student performance across two or three broad categories
is difficult enough. As the number of levels increases, and those judgments become finer and finer,
the likelihood of error increases.

Thus, start small. For example, in an oral presentation rubric, amount of eye contact might be an
important criterion. Performance on that criterion could be judged along three levels of performance:
%
  
  (


( 


 ? never? sometimes? always?

Although these three levels may not capture all the variation in student performance on the criterion,
it may be sufficient discrimination for your purposes. Or, at the least, it is a place to start. Upon
applying the three levels of performance, you might discover that you can effectively group your
students' performance in these three categories. Furthermore, you might discover that the labels of
never, sometimes and always sufficiently communicates to your students the degree to which they
can improve on making eye contact.

On the other hand, after applying the rubric you might discover that you cannot effectively
discriminate among student performance with just three levels of performance. Perhaps, in your view,
many students fall in between never and sometimes, or between sometimes and always, and neither
label accurately captures their performance. So, at this point, you may decide to expand the number
of levels of performance to include never,

 (, sometimes,  ( and always.


( 

? never? rarely? sometimes? usually? always?

There is no "right" answer as to how many levels of performance there should be for a criterion in an
analytic rubric; that will depend on the nature of the task assigned, the criteria being evaluated, the
students involved and your purposes and preferences. For example, another teacher might decide to
leave off the "always" level in the above rubric because "usually" is as much as normally can be
expected or even wanted in some instances. Thus, the "makes eye contact" portion of the rubric for
that teacher might be
 
( 

? never? rarely ? sometimes? usually?

So, I recommend that you begin with a small number of levels of performance for each criterion, apply
the rubric one or more times, and then re-examine the number of levels that best serve your needs. I
believe starting small and expanding if necessary is preferable to starting with a larger number of
levels and shrinking the number because rubrics with fewer levels of performance are normally

Ô? easier and quicker to administer

Ô? easier to explain to students (and others)
Ô? easier to expand than larger rubrics are to shrink

The fact that rubrics can be modified and can reasonably vary from teacher to teacher again illustrates
that rubrics are flexible tools to be shaped to your purposes. To read more about the decisions
involved in developing a rubric, see the chapter entitled, i
²


# !
i

 

!


Much of the advice offered above for analytic rubrics applies to holistic rubrics as well. Start with a
small number of categories, particularly since holistic rubrics often are used for quick judgments on
smaller tasks such as homework assignments. For example, you might limit your broad judgments to

Ô? satisfactory
Ô? unsatisfactory
Ô? not attempted

or

Ô? check-plus
Ô? check
Ô? no check

or even just

Ô? satisfactory (check)
Ô? unsatisfactory (no check)

Of course, to aid students in understanding what you mean by "satisfactory" or "unsatisfactory" you
would want to include descriptors explaining what satisfactory performance on the task looks like.

Even with more elaborate holistic rubrics for more complex tasks I recommend that you begin with a
small number of levels of performance. Once you have applied the rubric you can better judge if you
need to expand the levels to more effectively capture and communicate variation in student
performance.

To read more about the decisions involved in developing rubrics, see

?
²

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?
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Ô?
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Ô? $
  What is the purpose(s) of the portfolio?
Ô? c  For what audience(s) will the portfolio be created?
Ô? ² 

 What samples of student work will be included?
Ô? $
 What processes will be engaged in during the development of the portfolio?
u?  
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u? ² 
 

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Ô?   
 How will time and materials be managed in the development of the portfolio?
Ô? ²  
  How and when will the portfolio be shared with pertinent audiences?
Ô? ÷%
  If the portfolio is to be used for evaluation, how and when should it be evaluated?

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   c collection of a student's work specifically selected to tell a particular story about the
student

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'
My focus will be on portfolios of student work rather than teacher portfolios or other types.

Student portfolios take many forms, as discussed below, so it is not easy to describe them. A portfolio
is not the pile of student work that accumulates over a semester or year. Rather, a portfolio contains a
purposefully selected subset of student work. "Purposefully" selecting student work means deciding
what type of story you want the portfolio to tell. For example, do you want it to highlight or celebrate
the progress a student has made? Then, the portfolio might contain samples of earlier and later work,
often with the student commenting upon or assessing the growth. Do you want the portfolio to
capture the process of learning and growth? Then, the student and/or teacher might select items that
illustrate the development of one or more skills with reflection upon the process that led to that
development. Or, do you want the portfolio to showcase the final products or best work of a student?
In that case, the portfolio would likely contain samples that best exemplify the student's current ability
to apply relevant knowledge and skills. All decisions about a portfolio assignment begin with the type
of story or purpose for the portfolio. The particular purpose(s) served, the number and type of items
included, the process for selecting the items to be included, how and whether students respond to the
items selected, and other decisions vary from portfolio to portfolio and serve to define what each
portfolio looks like. I will describe many of the purposes and characteristics in the sections below.


 c
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  c

c


Some suggest that portfolios are not really assessments at all because they are just collections of
previously completed assessments. But, if we consider assessing as gathering of information about
someone or something for a purpose, then a portfolio is a type of assessment. Sometimes the
portfolio is also evaluated or graded, but that is not necessary to be considered an assessment.

Are portfolios authentic assessments? Student portfolios have most commonly been associated with
collections of artwork and, to a lesser extent, collections of writing. Students in these disciplines are
performing authentic tasks which capture meaningful application of knowledge and skills. Their
portfolios often tell compelling stories of the growth of the students' talents and showcase their skills
through a collection of authentic performances. Educators are expanding this story-telling to other
disciplines such as physical education, mathematics and the social sciences to capture the variety of
demonstrations of meaningful application from students within these disciplines.

Furthermore, in the more thoughtful portfolio assignments, students are asked to reflect on their
work, to engage in self-assessment and goal-setting. Those are two of the most authentic skills
students need to develop to successfully manage in the real world. Research has found that students
in classes that emphasize improvement, progress, effort and the process of learning rather than
grades and normative performance are more likely to use a variety of learning strategies and have a
more positive attitude toward learning. Yet in education we have shortchanged the process of learning
in favor of the products of learning. Students are not regularly asked to examine how they succeeded
or failed or improved on a task or to set goals for future work; the final product and evaluation of it
receives the bulk of the attention in many classrooms. Consequently, students are not developing the
metacognitive skills that will enable them to reflect upon and make adjustments in their learning in
school and beyond.

Portfolios provide an excellent vehicle for consideration of process and the development of related
skills. So, portfolios are frequently included with other types of authentic assessments because they
move away from telling a student's story though test scores and, instead, focus on a meaningful
collection of student performance and meaningful reflection and evaluation of that work.

<( $

  

The previous section identifies several valuable goals that make portfolios attractive in education. The
sections that follow emphasize that identifying specific goals or purposes for assigning a portfolio is
the first and most critical step in creating such an assignment. Just as identifying a standard guides
the rest of the steps of developing an authentic assessment, identifying the purpose(s) for a portfolio
influences all the other decisions involved in producing a portfolio assignment. I will list several of the
most common purposes here, and then I will elaborate on how each purpose affects the other
decisions in the section below.

$
 

Why might you use a portfolio assignment? Portfolios typically are created for one of the following
three purposes: to show growth, to showcase current abilities, and to evaluate cumulative
achievement. Some examples of such purposes include

,

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a. to show growth or change over time

b. to help develop process skills such as self-evaluation and goal-setting

c. to identify strengths and weaknesses

d. to track the development of one more products/performances

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a. to showcase end-of-year/semester accomplishments

b. to prepare a sample of best work for employment or college admission

c. to showcase student perceptions of favorite, best or most important work

d. to communicate a student's current aptitudes to future teachers

÷%
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a. to document achievement for grading purposes

b. to document progress towards standards

c. to place students appropriately

The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes
the products of learning. Of course, a portfolio may tell more than one story, including more than one
category above. For example, a showcase portfolio might also be used for evaluation purposes, and a
growth portfolio might also showcase "final" performances or products. What is critical is that the
purpose(s) is clear throughout the process to student, teacher and any other pertinent audience. To
elaborate on how the purpose affects the portfolio assignment let me answer the question...

  ( ²

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  c


I think of most tasks as problems to be solved, or questions to be answered. So, I find it useful to
approach how to do something by thinking of it as a series of questions to be answered. Thus, I will
attempt to offer a possible answer to the question above by answering a series of questions that need
to be addressed when considering the design of a portfolio assignment. Those questions are:

1. Purpose: What is the purpose(s) of the portfolio?

2. Audience: For what audience(s) will the portfolio be created?

3. Content: What samples of student work will be included?

4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing)
will be engaged in during the development of the portfolio?

5. Management: How will time and materials be managed in the development of the portfolio?

6. Communication: How and when will the portfolio be shared with pertinent audiences?

7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?


 $
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 *+ 


  

As mentioned above, before you can design the portfolio assignment and before your students can
begin constructing their portfolios you and your students need to be clear about the story the portfolio
will be telling. Certainly, you should not assign a portfolio unless you have a compelling reason to do
so. Portfolios take work to create, manage and assess. They can easily feel like busywork and a
burden to you and your students if they just become folders filled with student papers. You and your
students need to believe that the selection of and reflection upon their work serves one or more
meaningful purposes.

c 

 *+ 


  !



Selecting relevant audiences for a portfolio goes hand-in-hand with identifying your purposes. Who
should see the evidence of a student's growth? The student, teacher and parents are good audiences
to follow the story of a student's progress on a certain project or in the development of certain skills.
Who should see a student's best or final work? Again, the student, teacher and parents might be good
audiences for such a collection, but other natural audiences come to mind such as class or
schoolmates, external audiences such as employers or colleges, the local community or school board.
As the teacher, you can dictate what audiences will be considered or you can let students have some
choice in the decision.

Just as the purposes for the portfolio should guide the development of it, the selection of audiences
should shape its construction. For example, for audiences outside the classroom it is helpful to include
a cover page or table of contents that helps someone unfamiliar with the assignment to navigate
through the portfolio and provide context for what is found inside. Students need to keep their
audiences in mind as they proceed through each step of developing their portfolios. A good method for
checking whether a portfolio serves the anticipated audiences is to imagine different members of
those audiences viewing the portfolio. Can each of them tell why you created the portfolio? Are they
able to make sense of the story you wanted to tell them? Can they navigate around and through the
portfolio? Do they know why you included what you did? Have you used language suitable for those
audiences?

² 

<
   



 ! 

As you can imagine, the answer to the question of content is dependent on the answers to the
questions of purpose and audience. What should be included? Well, what story do you want to tell?
Before I consider what types of items might be appropriate for different purposes, let me make a
more general point. First, hypothetically, there is no limit as to what can be included in a portfolio.
Paper products such as essays, homework, letters, projects, etc. are most common. But more and
more other types of media are being included in portfolios. Audio and videotapes, cd-roms, two- and
three-dimensional pieces of art, posters and anything else that can reflect the purposes identified can
be included. Some schools are putting all the artifacts onto a cd-rom by videotaping performances,
scanning paper products, and digitizing audio. All of those files are then copied onto a student's cd-
rom for a semester or a year or to follow the student across grades as a cumulative record.
Realistically, you have to decide what is manageable. But if the most meaningful evidence of the
portfolio's goals cannot be captured on paper, then you may consider including other types of
media.

Obviously, there are a considerable number and variety of types of student work that can be selected
as samples for a portfolio. Using the purposes given above for each type of portfolio, I have listed just
a few such possible samples of work in the following tables that could be included in each type of
portfolio.
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Ô? early and later pieces of work??
Ô? early and later tests/scores??
Ô? rough drafts and final drafts??
a. to show growth or Ô? reflections on growth??
change over time? Ô? goal-setting sheets??
Ô? reflections on progress toward goal(s)??

Ô? samples which reflect growth of process skills ??

Ô? self-reflection sheets accompanying samples of work ??
Ô? reflection sheets from teacher or peer??
b. to help develop process Ô? identification of strengths/weaknesses??
skills? Ô? goal-setting sheets??
Ô? reflections on progress towards goal(s)??
Ô? see more detail below under $
 below ??

Ô? ??
samples of work reflecting specifically identified strengths and weaknesses
Ô? reflections on strengths and weaknesses of samples ??
c. to identify
Ô? goal-setting sheets ??
strengths/weaknesses? Ô? reflection on progress towards goal(s) ??

Ô? ??
obviously, drafts of the specific product or performance to be tracked
d. to track development of
Ô? ??
self-reflections on drafts
one or more products or Ô? reflection sheets from teacher or peer??
performances?

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?? ??
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Ô? samples of best work??
a. to showcase end-of- Ô? samples of earlier and later work to document progress??
year/semester Ô? final tests or scores??
accomplishments? Ô? discussion of growth over semester/year??
Ô? awards or other recognition??
 Ô? teacher or peer comments ??

Ô? cover letter??
Ô? sample of work ??
b. to prepare a sample of Ô? reflection on process of creating sample of work ??
best work for employment Ô? reflection on growth ??
or college admission? Ô? teacher or peer comments ??
Ô? description of knowledge/skills work indicates ??

Ô? samples of student's favorite, best or most important work ??

Ô? drafts of that work to illustrate path taken to its final form ??
c. to showcase student Ô? commentary on strengths/weaknesses of work ??
perceptions of favorite, Ô? reflection on why it is favorite, best or most important ??
best or most important? Ô? reflection on what has been learned from work ??
Ô? teacher or peer comments ??

Ô? representative sample of current work ??

Ô? match of work with standards accomplished ??
d. to communicate a Ô? self-reflection on current aptitudes ??
student's current aptitude? Ô? teacher reflection on student's aptitudes ??
Ô? identification of future goals ??

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?? ??
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Ô? samples of representative work in each subject/unit/topic to be graded ??
Ô? samples of work documenting level of achievement on course/grade-level
goals/standards/objectives ??
Ô? tests/scores ??
a. to document Ô? rubrics/criteria used for evaluation of work (when applied) ??
achievement for grading? Ô? self-reflection on how well samples indicate attainment ofcourse/grade-level
goals/standards/objectives ??
Ô? teacher reflection of attainment of goals/standards ??
Ô? identification of strengths/weaknesses ??
 Ô? list of applicable goals and standards ??
Ô? representative samples of work aligned with respective goals/standards ??
Ô? rubrics/criteria used for evaluation of work ??
Ô? self-reflection on how well samples indicate attainment ofcourse/grade-level
b. to document progress
goals/standards/objectives ??
towards standards? Ô? teacher reflection of attainment of goals/standards ??
Ô? analysis or evidence of progress made toward standards over course of
semester/year ??

Ô? representative samples of current work ?

Ô? representative samples of earlier work to indicate rate of progress??
Ô? classroom tests/scores ??
Ô? external tests/evaluations ?
c. to place students Ô? match of work with standards accomplished ??
appropriately? Ô? ??
self-reflection on current aptitudes
Ô? teacher reflection on student's aptitudes ??
Ô? parent reflection on student's aptitudes ??
Ô? other professionals' reflections on student's aptitudes ??



×
 

In addition to samples of student work and reflection upon that work, a portfolio might also include a
table of contents or a cover letter (both typically composed by the student) to aid a reader in making
sense of the purposes, processes and contents of the portfolio. This can be particularly useful if the
portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other
educators and community members.

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One of the greatest attributes of the portfolio is its potential for focusing on the processes of learning.
Too often in education we emphasize the products students create or the outcomes they achieve. But
we do not give sufficient attention to the processes required to create those products or outcomes, the
processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking.
As a result, the products or outcomes are not as good as we or the students would like because they
are often unsure how to get started, how to self-diagnose or self-correct or how to determine when a
piece of work is "finished."

Although a variety of processes can be developed or explored through portfolios, I will focus on three
of the most common:

Ô? selection of contents of the portfolio;

Ô? reflection on the samples of work and processes;
Ô? conferencing about the contents and processes.


 Ã
  

Once again, identifying the purpose(s) for the portfolio should drive the selection process. As listed in
the tables above, different samples of student work will likely be selected for different purposes.
Additionally, how samples are selected might also differ depending on the purpose. For example, for
an evaluation portfolio, the teacher might decide which samples need to be included to evaluate
student progress. On the other hand, including the student in the decision-making process of
determining appropriate types of samples for inclusion might be more critical for a growth portfolio to
promote meaningful reflection. Finally, a showcase portfolio might be designed to include significant
input from the student on which samples best highlight achievement and progress, or the teacher
might primarily make those decisions.

Furthermore, audiences beyond the teacher and student might have input into the content of the
porfolio, from team or department members, principals and district committees to external agencies to
parents and community members. External audiences are most likely to play a role for evaluation
portfolios.  %






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c(
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  c(  !% %

 
 
 
 
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  Flexibility applies to portfolios as it does to any
authentic assessment. That is, you should be true to your purpose(s), but you should feel no
constraints on how you meet them with a portfolio assignment.

 

 
 

 

What I will describe below are just a few of the many possible avenues for selecting which samples
will be included in a portfolio. But these examples should give you a good sense of some of the
choices and some of the decisions involved.

<


Ô?     

  
 -- at the point a piece of work is ready to be turned
in (or once the work has been returned by the teacher) the student or teacher identifies that
work for inclusion in the portfolio;
Ô?

 

%  -- instead of selecting samples when they are completed, the samples
can be stored so that selection might occur every two (three, six or nine) weeks or once (twice
or three times) every quarter (trimester or semester);
Ô?

 
 ... unit, quarter, semester, year, etc.

d 


Ô? !(


-- students are the most common selectors, particularly for portfolios that ask
them to reflect on the work selected. Which work students select depends on the criteria used
to choose each piece (see below).
Ô? !(

 
-- teachers may be the selector, particularly when identifying best pieces of
work to showcase a student's strengths or accomplishments.
Ô? !(


 
 
-- sometimes portfolio selection is a joint process involving
conversation and collaboration.
Ô? !(
 -- a student might be assigned a "portfolio partner" or "portfolio buddy" who assists
the student in selecting appropriate pieces of work often as part of a joint process involving
conversation and collaboration. A peer might also provide some reflection on a piece of work
to be included in the portfolio.
Ô? !(

 -- parents might also be asked to select a piece or two for inclusion that they
particularly found impressive, surprising, reflective of improvement, etc.
 d


 


Ô? !


-- selection for showcase portfolios will typically focus on samples of work that
illustrate students' best performance in designated areas or the culmination of progress made
Ô? % 

-- selection for growth portfolios will focus on identifying samples of
work and work processes (e.g., drafts, notes) that best capture progress shown on designated
tasks, processes or acquisition of knowledge and skills. For example, students might be asked
to choose
u? samples of earlier and later work highlighting some skill or content area
u? samples of rough drafts and final drafts
u? work that traces the development of a particular product or performance
u? samples of work reflecting specifically identified strengths and weaknesses
Ô? %  %
-- particularly for showcase and evaluation portfolios, selection
might focus on samples of work that illustrate current levels of competence in designated
areas or particular exemplars of quality work
Ô? % 


-- similarly, selection could focus on samples of work that
illustrate how successfully students have met certain standards
Ô?  %

 



-- to help develop recognition of the value of the work
completed and to foster pride in that work, selection might focus on samples to which
students or parents or others find a connection or with which they are particularly enamored
Ô? 

 
 ! %-- a portfolio can include samples of work for multiple reasons
and, thus, more than one of the above criteria (or others) could be used for selecting samples
to be included

˜
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Many educators who work with portfolios consider the reflection component the most critical element
of a good portfolio. Simply selecting samples of work as described above can produce meaningful
stories about students, and others can benefit from "reading" these stories. But the students
themselves are missing significant benefits of the portfolio process if they are not asked to reflect
upon the quality and growth of their work. As Paulson, Paulson and Meyer (1991) stated, "The
portfolio is something that is done by the student, not to the student." Most importantly, it is
something done for the student. The student needs to be directly involved in each phase of the
portfolio development to learn the most from it, and the reflection phase holds the most promise for
promoting student growth.

In the reflection phase students are typically asked to

Ô? comment on why specific samples were selected or

Ô? comment on what they liked and did not like in the samples or
Ô? comment on or identify the processes involved in developing specific products or performances
or
Ô? describe and point to examples of how specific skills or knowledge improved (or did not) or
Ô? identify strengths and weaknesses in samples of work or
Ô? set goals for themselves corresponding to the strengths and weaknesses or
Ô? identify strategies for reaching those goals or
Ô? assess their past and current self-efficacy for a task or skill or
Ô? complete a checklist or survey about their work or
Ô? some combination of the above


 ˜

 

Probably the most common portfolio reflection task is the completion of a sheet to be attached to the
sample (or samples) of work which the reflection is addressing. The possibilities for reflection
questions or prompts are endless, but some examples I have seen include

 
 . 
 




Ô? Why did you select this piece?

Ô? Why should this sample be included in your portfolio?
Ô? How does this sample meet the criteria for selection for your portfolio?
Ô? I chose this piece because ....

,

. 
 



Ô? What are the strengths of this work? Weaknesses?

Ô? What would you work on more if you had additional time?
Ô? How has your ______ (e.g., writing) changed since last year?
Ô? What do you know about ______ (e.g., the scientific method) that you did not know at the
beginning of the year (or semester, etc.)?
Ô? Looking at (or thinking about) an earlier piece of similar work, how does this new piece of
work compare? How is it better or worse? Where can you see progress or improvement?
Ô? How did you get "stuck" working on this task? How did you get "unstuck"?
Ô? One skill I could not perform very well but now I can is ....
Ô? From reviewing this piece I learned ....

, "

. 
 




Ô? What is one thing you can improve upon in this piece?

Ô? What is a realistic goal for the end of the quarter (semester, year)?
Ô? What is one way you will try to improve your ____ (e.g., writing)?
Ô? One thing I still need to work on is ....
Ô? I will work toward my goal by ....

÷%
 . 
 




Ô? If you were a teacher and grading your work, what grade would you give it and why?
Ô? Using the appropriate rubric, give yourself a score and justify it with specific traits from the
rubric.
Ô? What do you like or not like about this piece of work?
Ô? I like this piece of work because ....

÷

. 
 



Ô? How much time did you spend on this product/performance?

Ô? The work would have been better if I had spent more time on ....
Ô? I am pleased that I put significant effort into ....

×%


  . 
 



Ô? What would you like your _____ (e.g., parents) to know about or see in your portfolio?
Ô? What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)?
Ô? A feature of this portfolio I particularly like is ....
 Ô? In this portfolio I see evidence of ....

As mentioned above, students (or others) can respond to such questions or prompts when a piece of
work is completed, while a work is in progress or at periodic intervals after the work has been
collected. Furthermore, these questions or prompts can be answered by the student, the teacher,
parents, peers or anyone else in any combination that best serves the purposes of the portfolio.

×




In addition to reflection sheets, teachers have devised a myriad of means of inducing reflection from
students and others about the collection of work included in the portfolio. For example, those
engaging in reflection can

Ô? write a letter to a specific audience about the story the portfolio communicates
Ô? write a "biography" of a piece of work tracing its development and the learning that resulted
Ô? write periodic journal entries about the progress of the portfolio
Ô? compose an imaginary new "chapter" that picks up where the story of the portfolio leaves off
Ô? orally share reflections on any of the above questions/prompts

˜


 


Good skill development requires four steps:

Ô? Instruction and modeling of the skill;

Ô? Practice of the skill;
Ô? Feedback on one's practice;
Ô? Reflection on the practice and feedback.

Reflection itself is a skill that enhances the process of skill development and virtually all learning in
innumerable settings. Those of us who are educators, for example, need to continually reflect upon
what is working or not working in our teaching, how we can improve what we are doing, how we can
help our students make connections to what they are learning, and much, much more. Thus, it is
critical for students to learn to effectively reflect upon their learning and growth.

As a skill, reflection is not something that can be mastered in one or two attempts. Developing good
reflective skills requires instruction and modeling, lots of practice, feedback and reflection. As many of
you have probably encountered, when students are first asked to respond to prompts such as "I
selected this piece because..." they may respond with "I think it is nice." Okay, that's a start. But we
would like them to elaborate on that response. The fact that they did not initially elaborate is probably
not just a result of resistance or reluctance. Students need to learn how to respond to such prompts.
They need to learn how to effectively identify strengths and weaknesses, to set realistic goals for
themselves and their work, and to develop meaningful strategies to address those goals. Students
often have become dependent upon adults, particularly teachers, to evaluate their work. They need to
learn self-assessment.

So, the reflection phase of the portfolio process should be ongoing throughout the portfolio
development. Students need to engage in multiple reflective activities. Those instances of reflection
become particularly focused if goal-setting is part of their reflection. Just as instruction and
assessment are more appropriately targeted if they are tied to specific standards or goals, student
identification of and reflection upon strengths and weaknesses, examples of progress, and strategies
for improvement will be more meaningful and purposeful if they are directed toward specific goals,
particularly self-chosen goals.
Once opportunities for reflection (practice) take place, feedback to and further reflection upon student
observations can be provided by conversations with others. Conferencing is one tool to promote such
feedback and reflection.


à <
 

With 20 or 30 or more students in a classroom, one-on-one conversations between the teacher and
student are difficult to regularly arrange. That is unfortunate because the give and take of face-to-face
interaction can provide the teacher with valuable information about the student's thinking and
progress and provide the student with meaningful feedback. Such feedback is also more likely to be
processed by the student than comments written on paper.

Conferencing typically takes several forms:

Ô?
 


-- sometimes teachers are able to informally meet with a few students, one
at a time, as the other students work on some task in class. Other times, teachers use class
time to schedule one-on-one conferences during "conference days." Some teachers are able to
schedule conferences outside of class time. Typically such conferences take only a few
minutes, but they give the teacher and the student time to recap progress, ask questions, and
consider suggestions or strategies for improvement.
Ô?
 
 
 -- other teachers, often in composition classes, meet with a few
students at a time to discuss issues and questions that are raised, sharing common problems
and reflections across students.
Ô? 



-- to conserve time as well as to give students the opportunity to learn how
to provide feedback along with receiving it, teachers sometimes structure peer-to-peer
conferencing. The focus might be teacher-directed (e.g., "share with each other a sample of
work you recently selected for your portfolio") or student-directed (e.g., students use the time
to get feedback on some work for a purpose they determine).

  
  
 


 !  
% 
 


  

As appealing as the process of students developing a portfolio can be, the physical and time
constraints of such a process can be daunting. Where do you keep all the stuff? How do you keep
track of it? Who gets access to it and when? Should you manage paper or create an electronic
portfolio? Does some work get sent home before it is put in the portfolio? Will it come back? When will
you find the time for students to participate, to reflect, to conference? What about students who join
your class in the middle of the semester or year?

There is one answer to all these questions that can make the task less daunting: start small! That is
good advice for many endeavors, but particularly for portfolios because there are so many factors to
consider, develop and manage over a long period of time. In the final section of this chapter (Can I do
portfolios without all the fuss?) I will elaborate on how you can get your feet wet with portfolios and
avoid drowning in the many decisions described below.

How you answer the many management questions below depends, in part, on how you answered
earlier questions about your purpose, audience, content and process. Return to those answers to help
you address the following decisions:

  
Ý ? $ ! 
 ?

Should the portfolio building Ô? The easiest solution is to collect work samples along the way but save
the selection and reflection until the end, keeping selection simple
process wait until the end or and limiting the amount of reflection.
should it occur as you go?? Ô? The more involved (and more common) approach is for participants
 to periodically make selections and to engage in reflection throughout
the process. This gives the student time to respond to identified
weaknesses and to address goals set.

Ô? $ 
$

   As you know, the most common form of portfolios
is a collection of paper products such as essays, problem sets, journal
entries, posters, etc. Most products produced in classrooms are still in
paper form, so it makes sense to find ways to collect, select from and
reflect upon these items.
Ô? (!
$

   Other forms of products are increasingly available,
however, so teachers are adding videotapes, audiotapes, 3-D models,
artwork and more to the containers holding the paper products.
Will the portfolios be composed Ô? ÷ 

$

   Since many of the paper products are now first
of paper or stored electronically created in an electronic format, it makes sense to consider keeping
(or both)?? some samples of work in that format. Storage is much easier and
portability is significantly increased. Additionally, as it becomes easier
to digitize almost any media it is possible to add audio and video
examples of student work to the electronic portfolio. A considerable
amount of work can be burned to a CD or DVD or displayed on a
website. An electronic compilation can be shared with a larger
audience and more easily follow a student to other grades, teachers
and schools. Copies can be made and kept.

Obviously, the answer to this question depends on your answer to the previous
question about storage format. The possible solutions I describe below will
assume that you have chosen an option that includes at least some paper
products.?

Ô? A common model for portfolio maintenance is to have two folders for

Where will the work samples
and reflections be kept??
each student -- a working folder and a portfolio folder. As work
samples are produced they are stored in the working folder. Students
(or other selectors) would periodically review the working folder to
select certain pieces to be included in the portfolio folder. Usually
reflection accompanies the selection process. For example, a
reflection sheet may be attached to each piece before it is placed in
??
the portfolio.
Ô? In addition to manilla or hanging folders, portfolio contents have also
been stored in pizza or laundry detergent boxes, cabinets, binders
and accordian folders (Rolheiser, Bower & Stevahn, 2000). ??
Ô? For older students, some teachers have the students keep the work
samples. Then they are periodically asked to select from and reflect
upon the work. Students might only keep the working folders while
the teacher manages the portfolio folders. ??
Ô? As a parent, I know I also would like to look at my child's work before
the end of the semester or year. So, some teachers send work home
in carefully structured folders. One side of a two-pocket folder might
be labeled "keep at home" while the other side might be labeled
"return to school." The work likely to end up in the portfolio would be
sent home in the "return to school" pocket. ??

Who will be responsible for
saving/storing them??
Ô? Typically the teacher keep the contents of the portfolio as they are
usually stored in the classroom.
Ô? Older students (and sometimes younger ones) are also given the
responsibility of managing their portfolios in the classroom, making
sure all samples make it into the appropriate folders/containers,
remain there, are put back when removed, and are kept neatly
organized.
Ô? As mentioned above, older students sometimes are required to keep
track of their work outside the classroom, bringing it to class on
certain days for reflection and other tasks.
Ô? For electronic portfolios, it usually depends on teacher preference and
whether or not students have access to storage space on the network
or can save samples locally, or burn them to CDs or DVD, or add
 them to websites.

<  Again, that depends on the purposes for the portfolio. ?

Ô? Usually the teacher and student will have access to the working folder
or the final samples. ??
Ô? But, for some types of showcase portfolios, only the teacher might
have access because she is constructing the portfolio about the
student. ??
Ô? For older students, the teacher might only have limited access as the
student controls the portfolio's development. ??
Ô? Parents might have access and input as samples of work are sent
Who will have access to it, and home. ??
when?? Ô? Other educators might also have access to final portfolios for larger
evaluative purposes. ?
< ?

Ô? j
 ?
?
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? ?
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 ??

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?
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???? ?

????
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Ô? ¬??
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?
?
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??
?


??
?
?
?
?
?
?
??
 ??
How will portfolio progress be
tracked??
Once again, this depends on the purposes and audiences for the portfolio, as
well as the type of contents to be included.
What will the final product look
like??
What if students join your class
in the middle of the process??
Ô? A checklist sheet is sometimes attached to the front of a folder so
that the teacher or the student can keep track of when and which
samples have been added, which have been removed (temporarily or
permanently), when reflections have been completed, when
conferences have taken place, and whether or not any other
requirements have been completed.
Ô? The teacher might just keep a schedule of when selections, reflections
or conferences are to take place.
Ô? Older students might be required to keep track of the process to
make sure all requirements are met.
?
Ô? Showcase portfolios will typically have a more formal and polished
presentation. A cover letter or introduction along with a table of
contents might be included to provide context for a potentially wide
range of readers, and to give the student or teacher a chance to more
fully flesh out the student's story. ??
Ô? Growth or evaluation portfolios might have a less formal presentation,
unless the evaluation is part of a high stakes assessment. If the
student and teacher are the primary readers, less context is needed.
However, if parents are the primary or a significant intended
audience, more explanation or context will be needed. ??
Ô? Obviously, one advantage of choosing to build the portfolio at the end
of a period of time rather than build it along the way (see the first
question) is that transient students can still easily participate. They
have less work to consider, but they can still engage in the selection
and reflection process.
Ô? If selection and reflection occur as work is being produced, the new
student can simply join the process in progress. Some adaptation will
likely be necessary, but the student can still demonstrate growth or
competence over a shorter period of time.
Ô? If the portfolio is also to be evaluated, further adjustment will need to
 be made.

²  
    


  !




 

<



 



By the nature of the purposes of portfolios -- to show growth, to showcase excellence -- portfolios are
meant to be shared. The samples, reflections and other contents allow or invite others to observe and
celebrate students' progress and accomplishments. A portfolio should tell a story, and that story
should be told.

Students should primarily be the ones telling their stories. As students reflect on the balance of their
work over some period of time, there is often a great sense of pride at the growth and the
accomplishment. By telling their own stories students can take ownership of the process that led to
the growth and achievement. Assessment is no longer something done to them; the students are
playing an active role through self-assessment.

Furthermore, others will be able to recognize and celebrate in the growth and accomplishment of the
students if their work is communicated beyond the borders of the classroom. A portfolio provides a
unique vehicle for capturing and communicating student learning. Parents tend to learn more about
their children's abilities and propensities through a portfolio than they do through the odd assignment
that makes it home and into the parents' hands. Moreover, other interested members of the school
and local community can recognize and celebrate the accomplishment.

Finally, the portfolio can provide an excellent tool for accountability. Parents, educators and
community members can learn a great deal about what is happening in a classroom or school or
district by viewing and hearing about the contents of these stories. Perhaps more importantly, the
student and teacher can uncover a vivid picture of where the student was, where she has traveled to,
how she got there and what she accomplished along the way -- a fascinating and enlightening story.






 

Of course, deciding how to tell the story will be influenced by the intended audience. For example,
presenting a collection of work to a teacher who is already familiar with much of the content will likely
require a different approach than presenting that work as part of a college application.

c 

 


In some classrooms, a portfolio is used much like other assignments as evidence of progress towards
or completion of course or grade level goals and standards. In such cases, the only audience might be
the teacher who evaluates all the student work. To effectively communicate with the teacher about a
body of work, the student may be asked to write a brief introduction or overview capturing her
perceptions of the progress (for a growth portfolio) or accomplishments (for a showcase portfolio)
reflected in the collection of work. Teachers who assign portfolios not only want to see student work
but want to see students reflect upon it.

As a classroom assessor, the teacher also has the benefit of communicating face-to-face with each
student. Such conferences take a variety of forms and vary in their frequency. For example,

Ô? A teacher might review a portfolio at one or more intervals, and then prepare questions for the
face-to-face conversation with each student;
 Ô? A student might run the conference by taking the teacher through her portfolio, highlighting
elements consistent with the purpose of the portfolio;
Ô? A "pre-conference" might occur in which teacher and student discuss how the portfolio should
be constructed to best showcase it or best prepare it for evaluation.

Additionally, classmates can serve as an audience for a portfolio. Particulary for older students, some
teachers require or encourage students to present their portfolios to each other for feedback, dialogue
and modeling. For example,

Ô? Pairs of students can review each other's work to provide feedback, identify strengths and
weaknesses, and suggest future goals;
Ô? Sharing with each other also provides an opportunity to tell a story or just brag;
Ô? Students can always benefit from seeing good (or poor) models of work as well as models of
meaningful reflection and goal-setting.

As students hear themselves tell each other about the value and meaning of their work it will become
more valuable and meaningful to them.

c 

  (    
(

As many of us have experienced with our own children, parents sometimes only receive a small,
fragmented picture of their children's school work. Some work never makes it home, some is lost,
some is hidden, etc. It can be even harder for parents to construct a coherent picture out of that work
to get a real sense of student growth or accomplishment or progress toward a set of standards.

Portfolios provide an opportunity to give parents a fuller glimpse of the processes and products and
progress of their children's learning. Many teachers intentionally involve the parents in the
development of the portfolio or make parents an audience or both.

For example, to involve parents in the process,

Ô? teachers make sure parents view most student work on a consistent basis; for example,
u? some teachers require students to get much of their work signed by parents to be
returned to school;
u? some teachers send work home in a two-pocket folder in which one pocket contains
work that can stay home and the other pocket contains work that can be viewed by
parents but should be returned to school, each pocket carefully labeled as such;
u? some teachers use a three-pocket folder in which the third pocket is a place parents
can pass along notes or comments or questions;
Ô? teachers also invite parents to provide feedback or ask questions about student work; for
example,
u? a reflection sheet, perhaps similar to the ones students complete, can be attached to
some of the pieces of work sent home inviting parents to make comments, ask
questions or provide evaluation;
u? parents might be invited to provide a summary reflection of work they have seen so
far;
u? or simply identify one or two pieces of work or aspects of their children's work that
they most like or are most surprised about.

To share the portfolio with parents,

Ô? many schools host Portfolio Nights, at which students often guide their parent or parents
through the story of their work. Having the Night at school allows the student to more easily
share the variety of two- and three-dimensional work they have created.
 Ô? after teacher evaluation of the portfolio (if that is done), the complete portfolio might be sent
home for the parents to view and possibly respond to. This might occur once at the end of the
process or periodically along the way.

A Portfolio Night also provides an opportunity for other members of the school or larger community to
view student portfolios. The portfolios may simply be on display to be sampled, or students might
guide other audiences through their work.

Similarly, during the school day students can share their portfolios with students from other classes or
with school personnel.

c !( 
 
    (

An external audience for student work can serve to motivate students to give more attention to and
take more seriously their performance. First, it may give more legitimacy to assigned work. If the
work is to be externally reviewed, it suggests that it is not simply "busy work" that provides a grade
but that it is something authentic valued outside the walls of the classroom. Second, some students
may take more care in their work when they believe a new, different, and perhaps expert audience
will be viewing it.

To extend the audience beyond the classroom, school and family, teachers have adopted a variety of
approaches, including

Ô? expanding the audience at Portfolio Nights to include a larger community, perhaps even
authors, or scientists or other professionals relevant to the work in the portfolio;
Ô? inviting professionals or experts in a particular field to come listen to presentations of the
portfolios;
Ô? inviting professionals or experts to serve as one of the reviewers or evaluators of the
portfolios;
Ô? encourage or require students to share their work with a larger audience through the Web or
other media. Publishing on the Web also allows students to solicit comments or questions.




   



Just as we do not expect children to write or speak well without considerable instruction and practice,
it is not reasonable to expect students to effortlessly and effectively share their stories without some
help. Teachers have devised a number of strategies to prepare students to communicate with the
target audience. Some such strategies include

Ô? pairing up students in class ("portfolio partners") to practice presenting their work to each
other;
Ô? pairing up the author of the portfolio with an older student a few grades above. The younger
student would practice presenting her work as if she is presenting it to the intended audience
(e.g., parents at a Portfolio Night). Both students can benefit as the older student provides
feedback and encouragement and may increase her own self-efficacy for the task through
modeling and tutoring the younger student.
Ô? providing models. Teachers provide models of good portfolios that illustrate how the product
itself can effectively communicate with an audience through the way it is constructed.
Teachers can also model the process of communication by walking through how he or she
would share a portfolio with a specific audience.


÷%
 a


  
! 
%
    
!
%


As with all of the elements of portfolios described above, how and when evaluation is addressed varies
widely across teachers, schools and districts. Take, for example, «

÷


 



Evaluation refers to the act of making a judgment about something. Grading takes that process one
step further by assigning a grade to that judgment. Evaluation may be sufficient for a portfolio
assignment. What is (are) the purpose(s) of the portfolio? If the purpose is to demonstrate growth,
the teacher could make judgments about the evidence of progress and provide those judgments as
feedback to the student or make note of them for her own records. Similarly, the student could self-
assess progress shown or not shown, goals met or not met. No grade needs to be assigned. On a
larger scale, an evaluation of the contents within the portfolio or of the entire package may be
conducted by external bodies (e.g., community members, other educators, state boards) for the
purpose of judging completion of certain standards or requirements. Although the evaluation is
serious, and graduation might even hinge on it, no classroom grade may be assigned.

On the other hand, the work within the portfolio and the process of assembling and reflecting upon the
portfolio may comprise such a significant portion of a student's work in a grade or class that the
teacher deems it appropriate to assign a value to it and incorporate it into the student's final grade.
Alternatively, some teachers assign grades because they believe without grades there would not be
sufficient incentive for some students to complete the portfolio. Ahh, but «

<

 


'
 Some teachers choose not to grade the portfolio because they have already assigned grades
to the contents selected for inclusion.


 
% 

 
   
 But the portfolio is more than just a collection of
student work. Depending on its purpose, students might have also included reflections on growth, on
strengths and weaknesses, on goals that were or are to be set, on why certain samples tell a certain
story about them, or on why the contents reflect sufficient progress to indicate completion of
designated standards. Some of the process skills may also be part of the teacher's or school's or
district's standards. So, the portfolio provides some evidence of attainment of those standards. Any or
all of these elements can be evaluated and/or graded.

²  
  Some portfolios are graded simply on whether or not the portfolio was completed.

÷%
(
 Other teachers evaluate the entire package: the selected samples of student work as
well as the reflection, organization and presentation of the portfolio.

M 
÷



Most of the portfolio assignments I have seen have been evaluated or graded with a rubric. A great
deal of personal judgment goes into evaluating a complex product such as a portfolio. Thus, applying
a rubric, a tool which can provide some clarity and consistency to the evaluation of such products, to
the judgment of quality of the story being told and the elements making up that story makes sense.
Moreover, if the portfolio is to be evaluated my multiple judges, application of a rubric increases the
likelihood of consistency among the judges.


÷   $

  # !


What might a portfolio rubric look like? If the focus of the grading is primarily on whether the samples
of student work within the portfolio demonstrate certain competencies, the criteria within the rubric
will target those competencies. For example,

÷valuating competencies

Ô? ÷ 

   




  
!


×r, Completing requirements

Ô?   
 




  
!
 - to gain admission

eeting standards

Ô? 

 a  

  
!


÷valuating metacognitive and organizational elements only

Ô? 





  
!


÷valuating the portfolio as a whole

Ô? $

  
!
 - very global criteria
Ô? 



  
!
 - very detailed criteria
Ô? ÷ 



  
!

Ô? ÷ 



  
!
 - very detailed criteria

<




The more we can involve students in the assessment process, the more likely they will take ownership
of it, be engaged in it, and find it worthwhile. So, it makes sense to involve students in the evaluation
process of their portfolios as well. They have likely engaged in some self-assessment in the reflection
or goal-setting components of the portfolio. Additionally, students are capable of evaluating how well
their portfolio elements meet standards, requirements, or competencies, for their own portfolios or
those of their peers. Furthermore, older peers could make excellent judges of the work of younger
students. Cross-grade peer tutoring has demonstrated how well the older and younger students
respond to such interactions.

Obviously, the classroom teacher, other educators, review board members, community members, etc.
can all serve as judges of student work. If multiple judges are used, particularly if they are not directly
familiar with the student work or assignments, training on a rubric should be provided before
evaluation proceeds. The evaluators should be familiar with and clear on the criteria and the levels of
performance within the rubric. A calibration session, in which the judges evaluate some sample
portfolios and then share ratings to reach some consensus on what each criteria and level of
performance within the rubric means, can provide a good opportunity for judges to achieve some
competence and consistency in applying a rubric.


² a $

  <

 
 

Oh, what fun would that be! Actually, the answer is a qualified "yes." Portfolios do typically require
considerable work, particularly if conferencing is involved. But with most anything, including
assessment, I recommend that you start small.

Here's a quick, easy way to get started if any of the above thoughts has either encouraged you or not
discouraged you from considering assigning portfolios in your little world. The following describes just
one possible way to get started.


 Depending on the age of your students and other considerations, have students select two
pieces of their work over the course of a quarter (or three or four over a semester). Decide (with your
students or without) upon one or more criteria by which the selection will be guided (e.g., their best
work). To limit management time, don't wait for the end of the quarter for students to make those
selections. Otherwise, all their work will have to be collected along the way. Instead, if you want to
keep it simple, tell your students ahead of time that they will be selecting two or more pieces
matching certain criteria, and that you will ask them to do it at the point each sample is completed.


 At the time a student selects a sample to be included in his portfolio, require the student to
complete a brief reflection sheet and attach it to the sample.


 Depending on the age of your students, ask your student to save that sample and the
attached reflection sheet until the end of the quarter or semester, or collect it and store it yourself at
that point.


 At the end of the quarter or semester, ask your students to reflect upon the samples one
additional time by describing what they liked best about their work, or by identifying strengths and
weaknesses, or by setting one or two goals for the future.

There, that wasn't too painful. Okay, you ask, that was relatively simple, but did it really accomplish
anything? Good question. If you don't think so, don't do it. On the other hand, it could possibly have a
few benefits worth the effort. First, if nothing else it gave you some experience working with
portfolios. If you want to pursue portfolios in a more elaborate manner, at least you are now more
familiar with some of the issues involved. Second, if you think developing self-assessment skills in
your students is a worthwhile goal, you have also begun that process. Even a little reflection on your
students' part may be more than some of them typically give to their work. Finally, you may have
opened, even if it is just a little bit, a new avenue for you and your students to communicate with
their parents about their performance, their strengths and weaknesses, and their habits. Any of those
reasons may be sufficient to try your hand at portfolios. Good luck!

  
/0, 
(
c

c
 


0 I have tried to present definitions below that are consistent with the common use of these terms.
However, because some terms do not have commonly agreed upon definitions and because, in a few
cases, I think certain definitions make more sense, I am calling this Mueller's Glossary. Use at your
own risk.

c (
# !
 An analytic rubric articulates levels of performance for each criterion so the teacher
can assess student performance on each criterion. (For examples and a fuller discussion, go to
# !
.)
c

c
 A form of assessment in which students are asked to perform real-world
tasks that demonstrate meaningful application of essential knowledge and skills. Student performance
on a task is typically scored on a rubric to determine how successfully the student has met specific
standards.

Some educators choose to distinguish between authentic assessment and performance assessment.
For these educators, performance assessment meets the above definition except that the tasks do not
reflect real-world (authentic) challenges. If we are going to ask students to construct knowledge on
assessments, then virtually all such tasks should be authentic in nature or they lose some relevance to
the students. Thus, for me, this distinction between performance and authentic assessments becomes
insignificant and unnecessary. Consequently, I use authentic assessment and performance
assessment synonymously. (For a fuller discussion of the different terms used to describe this form
of assessment and its distinction from "traditional" or forced-choice assessment, go to <

c

c
)

c

 
 An assignment given to students designed to assess their ability to apply
standards-driven knowledge and skills to real-world challenges. A task is considered authentic when 1)
students are asked to construct their own responses rather than to select from ones presented; and 2)
the task replicates challenges faced in the real world. Good performance on the task should
demonstrate, or partly demonstrate, successful completion of one or more standards. The term task
is often used synonymously with the term assessment in the field of authentic assessment. (For a
fuller description of authentic tasks and for examples, go to c

 
.)

² 



Statements that describe what students should know or be able to do within the
content of a specific discipline or at the intersection of two or more disciplines (e.g., students will
describe effects of physical activity on the body). Contrast with Process Standards and Value
Standards.

²


  Characteristics of good performance on a particular task. For example, criteria for a
persuasive essay might include well organized, clearly stated, and sufficient support for arguments.
(The singular of criteria is criterion. For a fuller description of criteria and for examples, go to
a
(
²


 

 
.)

Ý


 Statements of expected performance at each level of performance for a particular
criterion in a rubric - typically found in analytic rubrics. See    


   of
descriptors.

Ý



 The incorrect alternatives or choices in a selected response item. (For more see


 (

 " 
.)

,  In the field of student assessment, a goal is a very broad statement of what students should
know or be able to do. Unlike a standard or an objective, a goal is often not written in language that
is amenable to assessment. Rather, the purpose for crafting a set of goals typically is to give a brief
and broad picture of what a school, district, state, etc. expects its students will know and be able to do
upon graduation. (For a fuller description of the distinction between these types of statements and for
examples of each, go to 

.)

 
# !
 In contrast to an analytic rubric, a holistic rubric does not list separate levels of
performance for each criterion. Instead, a holistic rubric assigns a level of performance by assessing
performance across multiple criteria as a whole. (For examples and a fuller discussion, go to # !
.)

×!-
% Much like a goal or standard, an objective is a statement of what students should know
and be able to do. Typically, an objective is the most narrow of these statements, usually describing
what a student should know or be able to do at the end of a specific lesson plan. Like a standard, an
objective is amenable to assessment, that is, it is observable and measurable. (For a fuller description
of the distinction between these types of goal statements and for examples of each, go to


.)

×
  See Standard. Preceding the current standards-based movement was a drive for outcome-
based education. The term standard has replaced the term outcome with much the same meaning.

$

 c
 See cuthentic cssessment above. I use these terms synonymously.

$

   A collection of a student's work specifically selected to tell a particular story about the
student. See $

   for more details.

$


 Statements that describe skills students should develop to enhance the process
of learning. Process standards are not specific to a particular discipline, but are generic skills that are
applicable to any discipline (e.g., students will find and evaluate relevant information). Contrast with
Content Standards and Value Standards.

#  ! 
( The degree to which a measure yields consistent results.

# !
 A scoring scale used to evaluate student work. A rubric is composed of at least two criteria
by which student work is to be judged on a particular task and at least two levels of performance for
each criterion. (For a fuller description of rubrics, their different variations, and to see examples, go
to # !
. Also, see cnalytic Rubrics; Holistic Rubrics.)



 Much like a goal or objective, a standard is a statement of what students should know or
be able to do. I distinguish between a standard and these other goal statements by indicating that a
standard is broader than an objective, but more narrow than a goal. Like an objective and unlike a
goal, a standard is amenable to assessment, that is, it is observable and measurable. (For a fuller
description of the distinction between these types of goal statements and for examples of each, click


. Also, see Content Standards; Process Standards; Value Standards.)

(Actually, I prefer the way we previously used the term standard: "A description of what a student is
expected to attain in order to meet a specified educational intent (such as a learning outcome or
objective). The description may be qualitative and/or quantitative and may vary in level of specificity,
depending on its purpose" (Assessment Handbook, Illinois State Board of Education, 1995). In other
words, an outcome would describe what students should know and be able to do, and the standard
described the particular level of accomplishment on that outcome that you expected most students to
meet. That was your standard. We no longer commonly use that definition of standard in assessment.)


 A question or statement followed by a number of choices or alternatives that answer or

complete the question or statement. (Stems are most commonly found in multiple-choice questions.
See

 (

 " 
.)

) 
( "The degree to which a certain inference from a test is appropriate and meaningful" (AERA,
APA, & NCME, 1985). For example, if I measure the circumference of your head to determine your
level of intelligence, my measurement might be accurate. However, it would be inappropriate for me
to draw a conclusion about your level of intelligence. Such an inference would be invalid.

) 

 Statements that describe attitudes teachers would like students to develop
towards learning (e.g., students will value diversity of opinions or perspectives). Contrast with Content
Standards and Process Standards.
 ( 



I distinguish between three types of standards:

Ô? content standards
Ô? process standards
Ô? value standards

'
 As with many of the authentic assessment terms, there is not a consistent set of labels for the
different types of standards. These are labels I find useful.

² 





I define content standards as statements that describe what students should know or be able to do
within the content of a specific discipline or at the intersection of two or more disciplines. Examples
would include

Students will classify objects along two dimensions.

Describe effects of physical activity on the body.

Present employment-related information in the target language.

$




I define process standards as statements that describe skills students should develop to enhance the
process of learning. Process standards are not specific to a particular discipline, but are generic skills
that are applicable to any discipline. Examples would include

Students will set realistic goals for their performance.

Seriously consider the ideas of others.

Find and evaluate relevant information.

) 



I define value standards as statements that describe attitudes teachers would like students to develop
towards learning. Examples would include

Students will value diversity of opinions or perspectives.

Take responsible risks. (Costa & Kallick)

Persist on challenging tasks.


a
   
  



Given the definitions listed above, the same standard could be either a content or a process standard.
For example, the standard students will write a coherent essay would be a process standard in a
history course because it is not describing content within the discipline of history. Rather, it describes
a useful skill that historians should have along with those working in other disciplines. However, if the
same standard were part of an English composition course, I would label it a content standard
because students would be learning the content of that discipline. Yes, writing skills are useful in any
discipline, but in the composition course it is being taught as content for the course.

$

  

<
 $

  

Ô?
$

  c

c


<( $

  

  ( ²

 $

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Ô? $
  What is the purpose(s) of the portfolio?
Ô? c  For what audience(s) will the portfolio be created?
Ô? ² 

 What samples of student work will be included?
Ô? $
 What processes will be engaged in during the development of the portfolio?
u?  
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Ô?   
 How will time and materials be managed in the development of the portfolio?
Ô? ²  
  How and when will the portfolio be shared with pertinent audiences?
Ô? ÷%
  If the portfolio is to be used for evaluation, how and when should it be evaluated?

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   c collection of a student's work specifically selected to tell a particular story about the
student

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'
My focus will be on portfolios of student work rather than teacher portfolios or other types.

Student portfolios take many forms, as discussed below, so it is not easy to describe them. A portfolio
is not the pile of student work that accumulates over a semester or year. Rather, a portfolio contains a
purposefully selected subset of student work. "Purposefully" selecting student work means deciding
what type of story you want the portfolio to tell. For example, do you want it to highlight or celebrate
the progress a student has made? Then, the portfolio might contain samples of earlier and later work,
often with the student commenting upon or assessing the growth. Do you want the portfolio to
capture the process of learning and growth? Then, the student and/or teacher might select items that
illustrate the development of one or more skills with reflection upon the process that led to that
development. Or, do you want the portfolio to showcase the final products or best work of a student?
In that case, the portfolio would likely contain samples that best exemplify the student's current ability
to apply relevant knowledge and skills. All decisions about a portfolio assignment begin with the type
of story or purpose for the portfolio. The particular purpose(s) served, the number and type of items
included, the process for selecting the items to be included, how and whether students respond to the
items selected, and other decisions vary from portfolio to portfolio and serve to define what each
portfolio looks like. I will describe many of the purposes and characteristics in the sections below.

c
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Some suggest that portfolios are not really assessments at all because they are just collections of
previously completed assessments. But, if we consider assessing as gathering of information about
someone or something for a purpose, then a portfolio is a type of assessment. Sometimes the
portfolio is also evaluated or graded, but that is not necessary to be considered an assessment.

Are portfolios authentic assessments? Student portfolios have most commonly been associated with
collections of artwork and, to a lesser extent, collections of writing. Students in these disciplines are
performing authentic tasks which capture meaningful application of knowledge and skills. Their
portfolios often tell compelling stories of the growth of the students' talents and showcase their skills
through a collection of authentic performances. Educators are expanding this story-telling to other
disciplines such as physical education, mathematics and the social sciences to capture the variety of
demonstrations of meaningful application from students within these disciplines.

Furthermore, in the more thoughtful portfolio assignments, students are asked to reflect on their
work, to engage in self-assessment and goal-setting. Those are two of the most authentic skills
students need to develop to successfully manage in the real world. Research has found that students
in classes that emphasize improvement, progress, effort and the process of learning rather than
grades and normative performance are more likely to use a variety of learning strategies and have a
more positive attitude toward learning. Yet in education we have shortchanged the process of learning
in favor of the products of learning. Students are not regularly asked to examine how they succeeded
or failed or improved on a task or to set goals for future work; the final product and evaluation of it
receives the bulk of the attention in many classrooms. Consequently, students are not developing the
metacognitive skills that will enable them to reflect upon and make adjustments in their learning in
school and beyond.

Portfolios provide an excellent vehicle for consideration of process and the development of related
skills. So, portfolios are frequently included with other types of authentic assessments because they
move away from telling a student's story though test scores and, instead, focus on a meaningful
collection of student performance and meaningful reflection and evaluation of that work.

<( $

  

The previous section identifies several valuable goals that make portfolios attractive in education. The
sections that follow emphasize that identifying specific goals or purposes for assigning a portfolio is
the first and most critical step in creating such an assignment. Just as identifying a standard guides
the rest of the steps of developing an authentic assessment, identifying the purpose(s) for a portfolio
influences all the other decisions involved in producing a portfolio assignment. I will list several of the
most common purposes here, and then I will elaborate on how each purpose affects the other
decisions in the section below.

$
 

Why might you use a portfolio assignment? Portfolios typically are created for one of the following
three purposes: to show growth, to showcase current abilities, and to evaluate cumulative
achievement. Some examples of such purposes include


,

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a. to show growth or change over time

b. to help develop process skills such as self-evaluation and goal-setting

c. to identify strengths and weaknesses

d. to track the development of one more products/performances

  $

  

a. to showcase end-of-year/semester accomplishments

b. to prepare a sample of best work for employment or college admission

c. to showcase student perceptions of favorite, best or most important work

d. to communicate a student's current aptitudes to future teachers

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a. to document achievement for grading purposes

b. to document progress towards standards

c. to place students appropriately

The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes
the products of learning. Of course, a portfolio may tell more than one story, including more than one
category above. For example, a showcase portfolio might also be used for evaluation purposes, and a
growth portfolio might also showcase "final" performances or products. What is critical is that the
purpose(s) is clear throughout the process to student, teacher and any other pertinent audience. To
elaborate on how the purpose affects the portfolio assignment let me answer the question...

  ( ²

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I think of most tasks as problems to be solved, or questions to be answered. So, I find it useful to
approach how to do something by thinking of it as a series of questions to be answered. Thus, I will
attempt to offer a possible answer to the question above by answering a series of questions that need
to be addressed when considering the design of a portfolio assignment. Those questions are:

1. Purpose: What is the purpose(s) of the portfolio?

2. Audience: For what audience(s) will the portfolio be created?

3. Content: What samples of student work will be included?

4. Process: What processes (e.g., selection of work to be included, reflection on work, conferencing)
will be engaged in during the development of the portfolio?

5. Management: How will time and materials be managed in the development of the portfolio?
6. Communication: How and when will the portfolio be shared with pertinent audiences?

7. Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated?

$
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 *+ 


  

As mentioned above, before you can design the portfolio assignment and before your students can
begin constructing their portfolios you and your students need to be clear about the story the portfolio
will be telling. Certainly, you should not assign a portfolio unless you have a compelling reason to do
so. Portfolios take work to create, manage and assess. They can easily feel like busywork and a
burden to you and your students if they just become folders filled with student papers. You and your
students need to believe that the selection of and reflection upon their work serves one or more
meaningful purposes.

c 

 *+ 


  !



Selecting relevant audiences for a portfolio goes hand-in-hand with identifying your purposes. Who
should see the evidence of a student's growth? The student, teacher and parents are good audiences
to follow the story of a student's progress on a certain project or in the development of certain skills.
Who should see a student's best or final work? Again, the student, teacher and parents might be good
audiences for such a collection, but other natural audiences come to mind such as class or
schoolmates, external audiences such as employers or colleges, the local community or school board.
As the teacher, you can dictate what audiences will be considered or you can let students have some
choice in the decision.

Just as the purposes for the portfolio should guide the development of it, the selection of audiences
should shape its construction. For example, for audiences outside the classroom it is helpful to include
a cover page or table of contents that helps someone unfamiliar with the assignment to navigate
through the portfolio and provide context for what is found inside. Students need to keep their
audiences in mind as they proceed through each step of developing their portfolios. A good method for
checking whether a portfolio serves the anticipated audiences is to imagine different members of
those audiences viewing the portfolio. Can each of them tell why you created the portfolio? Are they
able to make sense of the story you wanted to tell them? Can they navigate around and through the
portfolio? Do they know why you included what you did? Have you used language suitable for those
audiences?

² 

<
   



 ! 

As you can imagine, the answer to the question of content is dependent on the answers to the
questions of purpose and audience. What should be included? Well, what story do you want to tell?
Before I consider what types of items might be appropriate for different purposes, let me make a
more general point. First, hypothetically, there is no limit as to what can be included in a portfolio.
Paper products such as essays, homework, letters, projects, etc. are most common. But more and
more other types of media are being included in portfolios. Audio and videotapes, cd-roms, two- and
three-dimensional pieces of art, posters and anything else that can reflect the purposes identified can
be included. Some schools are putting all the artifacts onto a cd-rom by videotaping performances,
scanning paper products, and digitizing audio. All of those files are then copied onto a student's cd-
rom for a semester or a year or to follow the student across grades as a cumulative record.
Realistically, you have to decide what is manageable. But if the most meaningful evidence of the
portfolio's goals cannot be captured on paper, then you may consider including other types of
media.

Obviously, there are a considerable number and variety of types of student work that can be selected
as samples for a portfolio. Using the purposes given above for each type of portfolio, I have listed just
a few such possible samples of work in the following tables that could be included in each type of
portfolio.
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?? ??
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Ô? early and later pieces of work??
Ô? early and later tests/scores??
Ô? rough drafts and final drafts??
a. to show growth or Ô? reflections on growth??
change over time? Ô? goal-setting sheets??
Ô? reflections on progress toward goal(s)??

Ô? samples which reflect growth of process skills ??

Ô? self-reflection sheets accompanying samples of work ??
Ô? reflection sheets from teacher or peer??
b. to help develop process Ô? identification of strengths/weaknesses??
skills? Ô? goal-setting sheets??
Ô? reflections on progress towards goal(s)??
Ô? see more detail below under $
 below ??

Ô? ??
samples of work reflecting specifically identified strengths and weaknesses
Ô? reflections on strengths and weaknesses of samples ??
c. to identify
Ô? goal-setting sheets ??
strengths/weaknesses? Ô? reflection on progress towards goal(s) ??

Ô? ??
obviously, drafts of the specific product or performance to be tracked
d. to track development of
Ô? ??
self-reflections on drafts
one or more products or Ô? reflection sheets from teacher or peer??
performances?

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! ?
?? ??
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 ?   !   ?
Ô? samples of best work??
a. to showcase end-of- Ô? samples of earlier and later work to document progress??
year/semester Ô? final tests or scores??
accomplishments? Ô? discussion of growth over semester/year??
Ô? awards or other recognition??
 Ô? teacher or peer comments ??

Ô? cover letter??
Ô? sample of work ??
b. to prepare a sample of Ô? reflection on process of creating sample of work ??
best work for employment Ô? reflection on growth ??
or college admission? Ô? teacher or peer comments ??
Ô? description of knowledge/skills work indicates ??

Ô? samples of student's favorite, best or most important work ??

Ô? drafts of that work to illustrate path taken to its final form ??
c. to showcase student Ô? commentary on strengths/weaknesses of work ??
perceptions of favorite, Ô? reflection on why it is favorite, best or most important ??
best or most important? Ô? reflection on what has been learned from work ??
Ô? teacher or peer comments ??

Ô? representative sample of current work ??

Ô? match of work with standards accomplished ??
d. to communicate a Ô? self-reflection on current aptitudes ??
student's current aptitude? Ô? teacher reflection on student's aptitudes ??
Ô? identification of future goals ??

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! ?
?? ??
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 ?   !   ?
Ô? samples of representative work in each subject/unit/topic to be graded ??
Ô? samples of work documenting level of achievement on course/grade-level
goals/standards/objectives ??
Ô? tests/scores ??
a. to document Ô? rubrics/criteria used for evaluation of work (when applied) ??
achievement for grading? Ô? self-reflection on how well samples indicate attainment ofcourse/grade-level
goals/standards/objectives ??
Ô? teacher reflection of attainment of goals/standards ??
Ô? identification of strengths/weaknesses ??
 Ô? list of applicable goals and standards ??
Ô? representative samples of work aligned with respective goals/standards ??
Ô? rubrics/criteria used for evaluation of work ??
Ô? self-reflection on how well samples indicate attainment ofcourse/grade-level
b. to document progress
goals/standards/objectives ??
towards standards? Ô? teacher reflection of attainment of goals/standards ??
Ô? analysis or evidence of progress made toward standards over course of
semester/year ??

Ô? representative samples of current work ?

Ô? representative samples of earlier work to indicate rate of progress??
Ô? classroom tests/scores ??
Ô? external tests/evaluations ?
c. to place students Ô? match of work with standards accomplished ??
appropriately? Ô? ??
self-reflection on current aptitudes
Ô? teacher reflection on student's aptitudes ??
Ô? parent reflection on student's aptitudes ??
Ô? other professionals' reflections on student's aptitudes ??



×
 

In addition to samples of student work and reflection upon that work, a portfolio might also include a
table of contents or a cover letter (both typically composed by the student) to aid a reader in making
sense of the purposes, processes and contents of the portfolio. This can be particularly useful if the
portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other
educators and community members.

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% 
 


  

One of the greatest attributes of the portfolio is its potential for focusing on the processes of learning.
Too often in education we emphasize the products students create or the outcomes they achieve. But
we do not give sufficient attention to the processes required to create those products or outcomes, the
processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking.
As a result, the products or outcomes are not as good as we or the students would like because they
are often unsure how to get started, how to self-diagnose or self-correct or how to determine when a
piece of work is "finished."

Although a variety of processes can be developed or explored through portfolios, I will focus on three
of the most common:

Ô? selection of contents of the portfolio;

Ô? reflection on the samples of work and processes;
Ô? conferencing about the contents and processes.


 Ã
  

Once again, identifying the purpose(s) for the portfolio should drive the selection process. As listed in
the tables above, different samples of student work will likely be selected for different purposes.
Additionally, how samples are selected might also differ depending on the purpose. For example, for
an evaluation portfolio, the teacher might decide which samples need to be included to evaluate
student progress. On the other hand, including the student in the decision-making process of
determining appropriate types of samples for inclusion might be more critical for a growth portfolio to
promote meaningful reflection. Finally, a showcase portfolio might be designed to include significant
input from the student on which samples best highlight achievement and progress, or the teacher
might primarily make those decisions.

Furthermore, audiences beyond the teacher and student might have input into the content of the
porfolio, from team or department members, principals and district committees to external agencies to
parents and community members. External audiences are most likely to play a role for evaluation
portfolios.  %






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  c(  !% %

 
 
 
 
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  Flexibility applies to portfolios as it does to any
authentic assessment. That is, you should be true to your purpose(s), but you should feel no
constraints on how you meet them with a portfolio assignment.

 

 
 

 

What I will describe below are just a few of the many possible avenues for selecting which samples
will be included in a portfolio. But these examples should give you a good sense of some of the
choices and some of the decisions involved.

<


Ô?     

  
 -- at the point a piece of work is ready to be turned
in (or once the work has been returned by the teacher) the student or teacher identifies that
work for inclusion in the portfolio;
Ô?

 

%  -- instead of selecting samples when they are completed, the samples
can be stored so that selection might occur every two (three, six or nine) weeks or once (twice
or three times) every quarter (trimester or semester);
Ô?

 
 ... unit, quarter, semester, year, etc.

d 


Ô? !(


-- students are the most common selectors, particularly for portfolios that ask
them to reflect on the work selected. Which work students select depends on the criteria used
to choose each piece (see below).
Ô? !(

 
-- teachers may be the selector, particularly when identifying best pieces of
work to showcase a student's strengths or accomplishments.
Ô? !(


 
 
-- sometimes portfolio selection is a joint process involving
conversation and collaboration.
Ô? !(
 -- a student might be assigned a "portfolio partner" or "portfolio buddy" who assists
the student in selecting appropriate pieces of work often as part of a joint process involving
conversation and collaboration. A peer might also provide some reflection on a piece of work
to be included in the portfolio.
Ô? !(

 -- parents might also be asked to select a piece or two for inclusion that they
particularly found impressive, surprising, reflective of improvement, etc.
 d


 


Ô? !


-- selection for showcase portfolios will typically focus on samples of work that
illustrate students' best performance in designated areas or the culmination of progress made
Ô? % 

-- selection for growth portfolios will focus on identifying samples of
work and work processes (e.g., drafts, notes) that best capture progress shown on designated
tasks, processes or acquisition of knowledge and skills. For example, students might be asked
to choose
u? samples of earlier and later work highlighting some skill or content area
u? samples of rough drafts and final drafts
u? work that traces the development of a particular product or performance
u? samples of work reflecting specifically identified strengths and weaknesses
Ô? %  %
-- particularly for showcase and evaluation portfolios, selection
might focus on samples of work that illustrate current levels of competence in designated
areas or particular exemplars of quality work
Ô? % 


-- similarly, selection could focus on samples of work that
illustrate how successfully students have met certain standards
Ô?  %

 



-- to help develop recognition of the value of the work
completed and to foster pride in that work, selection might focus on samples to which
students or parents or others find a connection or with which they are particularly enamored
Ô? 

 
 ! %-- a portfolio can include samples of work for multiple reasons
and, thus, more than one of the above criteria (or others) could be used for selecting samples
to be included

˜
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Many educators who work with portfolios consider the reflection component the most critical element
of a good portfolio. Simply selecting samples of work as described above can produce meaningful
stories about students, and others can benefit from "reading" these stories. But the students
themselves are missing significant benefits of the portfolio process if they are not asked to reflect
upon the quality and growth of their work. As Paulson, Paulson and Meyer (1991) stated, "The
portfolio is something that is done by the student, not to the student." Most importantly, it is
something done for the student. The student needs to be directly involved in each phase of the
portfolio development to learn the most from it, and the reflection phase holds the most promise for
promoting student growth.

In the reflection phase students are typically asked to

Ô? comment on why specific samples were selected or

Ô? comment on what they liked and did not like in the samples or
Ô? comment on or identify the processes involved in developing specific products or performances
or
Ô? describe and point to examples of how specific skills or knowledge improved (or did not) or
Ô? identify strengths and weaknesses in samples of work or
Ô? set goals for themselves corresponding to the strengths and weaknesses or
Ô? identify strategies for reaching those goals or
Ô? assess their past and current self-efficacy for a task or skill or
Ô? complete a checklist or survey about their work or
Ô? some combination of the above


 ˜

 

Probably the most common portfolio reflection task is the completion of a sheet to be attached to the
sample (or samples) of work which the reflection is addressing. The possibilities for reflection
questions or prompts are endless, but some examples I have seen include

 
 . 
 




Ô? Why did you select this piece?

Ô? Why should this sample be included in your portfolio?
Ô? How does this sample meet the criteria for selection for your portfolio?
Ô? I chose this piece because ....

,

. 
 



Ô? What are the strengths of this work? Weaknesses?

Ô? What would you work on more if you had additional time?
Ô? How has your ______ (e.g., writing) changed since last year?
Ô? What do you know about ______ (e.g., the scientific method) that you did not know at the
beginning of the year (or semester, etc.)?
Ô? Looking at (or thinking about) an earlier piece of similar work, how does this new piece of
work compare? How is it better or worse? Where can you see progress or improvement?
Ô? How did you get "stuck" working on this task? How did you get "unstuck"?
Ô? One skill I could not perform very well but now I can is ....
Ô? From reviewing this piece I learned ....

, "

. 
 




Ô? What is one thing you can improve upon in this piece?

Ô? What is a realistic goal for the end of the quarter (semester, year)?
Ô? What is one way you will try to improve your ____ (e.g., writing)?
Ô? One thing I still need to work on is ....
Ô? I will work toward my goal by ....

÷%
 . 
 




Ô? If you were a teacher and grading your work, what grade would you give it and why?
Ô? Using the appropriate rubric, give yourself a score and justify it with specific traits from the
rubric.
Ô? What do you like or not like about this piece of work?
Ô? I like this piece of work because ....

÷

. 
 



Ô? How much time did you spend on this product/performance?

Ô? The work would have been better if I had spent more time on ....
Ô? I am pleased that I put significant effort into ....

×%


  . 
 



Ô? What would you like your _____ (e.g., parents) to know about or see in your portfolio?
Ô? What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)?
Ô? A feature of this portfolio I particularly like is ....
 Ô? In this portfolio I see evidence of ....

As mentioned above, students (or others) can respond to such questions or prompts when a piece of
work is completed, while a work is in progress or at periodic intervals after the work has been
collected. Furthermore, these questions or prompts can be answered by the student, the teacher,
parents, peers or anyone else in any combination that best serves the purposes of the portfolio.

×




In addition to reflection sheets, teachers have devised a myriad of means of inducing reflection from
students and others about the collection of work included in the portfolio. For example, those
engaging in reflection can

Ô? write a letter to a specific audience about the story the portfolio communicates
Ô? write a "biography" of a piece of work tracing its development and the learning that resulted
Ô? write periodic journal entries about the progress of the portfolio
Ô? compose an imaginary new "chapter" that picks up where the story of the portfolio leaves off
Ô? orally share reflections on any of the above questions/prompts

˜


 


Good skill development requires four steps:

Ô? Instruction and modeling of the skill;

Ô? Practice of the skill;
Ô? Feedback on one's practice;
Ô? Reflection on the practice and feedback.

Reflection itself is a skill that enhances the process of skill development and virtually all learning in
innumerable settings. Those of us who are educators, for example, need to continually reflect upon
what is working or not working in our teaching, how we can improve what we are doing, how we can
help our students make connections to what they are learning, and much, much more. Thus, it is
critical for students to learn to effectively reflect upon their learning and growth.

As a skill, reflection is not something that can be mastered in one or two attempts. Developing good
reflective skills requires instruction and modeling, lots of practice, feedback and reflection. As many of
you have probably encountered, when students are first asked to respond to prompts such as "I
selected this piece because..." they may respond with "I think it is nice." Okay, that's a start. But we
would like them to elaborate on that response. The fact that they did not initially elaborate is probably
not just a result of resistance or reluctance. Students need to learn how to respond to such prompts.
They need to learn how to effectively identify strengths and weaknesses, to set realistic goals for
themselves and their work, and to develop meaningful strategies to address those goals. Students
often have become dependent upon adults, particularly teachers, to evaluate their work. They need to
learn self-assessment.

So, the reflection phase of the portfolio process should be ongoing throughout the portfolio
development. Students need to engage in multiple reflective activities. Those instances of reflection
become particularly focused if goal-setting is part of their reflection. Just as instruction and
assessment are more appropriately targeted if they are tied to specific standards or goals, student
identification of and reflection upon strengths and weaknesses, examples of progress, and strategies
for improvement will be more meaningful and purposeful if they are directed toward specific goals,
particularly self-chosen goals.
Once opportunities for reflection (practice) take place, feedback to and further reflection upon student
observations can be provided by conversations with others. Conferencing is one tool to promote such
feedback and reflection.


à <
 

With 20 or 30 or more students in a classroom, one-on-one conversations between the teacher and
student are difficult to regularly arrange. That is unfortunate because the give and take of face-to-face
interaction can provide the teacher with valuable information about the student's thinking and
progress and provide the student with meaningful feedback. Such feedback is also more likely to be
processed by the student than comments written on paper.

Conferencing typically takes several forms:

Ô?
 


-- sometimes teachers are able to informally meet with a few students, one
at a time, as the other students work on some task in class. Other times, teachers use class
time to schedule one-on-one conferences during "conference days." Some teachers are able to
schedule conferences outside of class time. Typically such conferences take only a few
minutes, but they give the teacher and the student time to recap progress, ask questions, and
consider suggestions or strategies for improvement.
Ô?
 
 
 -- other teachers, often in composition classes, meet with a few
students at a time to discuss issues and questions that are raised, sharing common problems
and reflections across students.
Ô? 



-- to conserve time as well as to give students the opportunity to learn how
to provide feedback along with receiving it, teachers sometimes structure peer-to-peer
conferencing. The focus might be teacher-directed (e.g., "share with each other a sample of
work you recently selected for your portfolio") or student-directed (e.g., students use the time
to get feedback on some work for a purpose they determine).

  
  
 


 !  
% 
 


  

As appealing as the process of students developing a portfolio can be, the physical and time
constraints of such a process can be daunting. Where do you keep all the stuff? How do you keep
track of it? Who gets access to it and when? Should you manage paper or create an electronic
portfolio? Does some work get sent home before it is put in the portfolio? Will it come back? When will
you find the time for students to participate, to reflect, to conference? What about students who join
your class in the middle of the semester or year?

There is one answer to all these questions that can make the task less daunting: start small! That is
good advice for many endeavors, but particularly for portfolios because there are so many factors to
consider, develop and manage over a long period of time. In the final section of this chapter (Can I do
portfolios without all the fuss?) I will elaborate on how you can get your feet wet with portfolios and
avoid drowning in the many decisions described below.

How you answer the many management questions below depends, in part, on how you answered
earlier questions about your purpose, audience, content and process. Return to those answers to help
you address the following decisions:

  
Ý ? $ ! 
 ?

Should the portfolio building Ô? The easiest solution is to collect work samples along the way but save
the selection and reflection until the end, keeping selection simple
process wait until the end or and limiting the amount of reflection.
should it occur as you go?? Ô? The more involved (and more common) approach is for participants
 to periodically make selections and to engage in reflection throughout
the process. This gives the student time to respond to identified
weaknesses and to address goals set.

Ô? $ 
$

   As you know, the most common form of portfolios
is a collection of paper products such as essays, problem sets, journal
entries, posters, etc. Most products produced in classrooms are still in
paper form, so it makes sense to find ways to collect, select from and
reflect upon these items.
Ô? (!
$

   Other forms of products are increasingly available,
however, so teachers are adding videotapes, audiotapes, 3-D models,
artwork and more to the containers holding the paper products.
Will the portfolios be composed Ô? ÷ 

$

   Since many of the paper products are now first
of paper or stored electronically created in an electronic format, it makes sense to consider keeping
(or both)?? some samples of work in that format. Storage is much easier and
portability is significantly increased. Additionally, as it becomes easier
to digitize almost any media it is possible to add audio and video
examples of student work to the electronic portfolio. A considerable
amount of work can be burned to a CD or DVD or displayed on a
website. An electronic compilation can be shared with a larger
audience and more easily follow a student to other grades, teachers
and schools. Copies can be made and kept.

Obviously, the answer to this question depends on your answer to the previous
question about storage format. The possible solutions I describe below will
assume that you have chosen an option that includes at least some paper
products.?

Ô? A common model for portfolio maintenance is to have two folders for

Where will the work samples
and reflections be kept??
each student -- a working folder and a portfolio folder. As work
samples are produced they are stored in the working folder. Students
(or other selectors) would periodically review the working folder to
select certain pieces to be included in the portfolio folder. Usually
reflection accompanies the selection process. For example, a
reflection sheet may be attached to each piece before it is placed in
??
the portfolio.
Ô? In addition to manilla or hanging folders, portfolio contents have also
been stored in pizza or laundry detergent boxes, cabinets, binders
and accordian folders (Rolheiser, Bower & Stevahn, 2000). ??
Ô? For older students, some teachers have the students keep the work
samples. Then they are periodically asked to select from and reflect
upon the work. Students might only keep the working folders while
the teacher manages the portfolio folders. ??
Ô? As a parent, I know I also would like to look at my child's work before
the end of the semester or year. So, some teachers send work home
in carefully structured folders. One side of a two-pocket folder might
be labeled "keep at home" while the other side might be labeled
"return to school." The work likely to end up in the portfolio would be
sent home in the "return to school" pocket. ??

Who will be responsible for
saving/storing them??
Ô? Typically the teacher keep the contents of the portfolio as they are
usually stored in the classroom.
Ô? Older students (and sometimes younger ones) are also given the
responsibility of managing their portfolios in the classroom, making
sure all samples make it into the appropriate folders/containers,
remain there, are put back when removed, and are kept neatly
organized.
Ô? As mentioned above, older students sometimes are required to keep
track of their work outside the classroom, bringing it to class on
certain days for reflection and other tasks.
Ô? For electronic portfolios, it usually depends on teacher preference and
whether or not students have access to storage space on the network
or can save samples locally, or burn them to CDs or DVD, or add
 them to websites.

<  Again, that depends on the purposes for the portfolio. ?

Ô? Usually the teacher and student will have access to the working folder
or the final samples. ??
Ô? But, for some types of showcase portfolios, only the teacher might
have access because she is constructing the portfolio about the
student. ??
Ô? For older students, the teacher might only have limited access as the
student controls the portfolio's development. ??
Ô? Parents might have access and input as samples of work are sent
Who will have access to it, and home. ??
when?? Ô? Other educators might also have access to final portfolios for larger
evaluative purposes. ?
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How will portfolio progress be
tracked??
Once again, this depends on the purposes and audiences for the portfolio, as
well as the type of contents to be included.
What will the final product look
like??
What if students join your class
in the middle of the process??
Ô? A checklist sheet is sometimes attached to the front of a folder so
that the teacher or the student can keep track of when and which
samples have been added, which have been removed (temporarily or
permanently), when reflections have been completed, when
conferences have taken place, and whether or not any other
requirements have been completed.
Ô? The teacher might just keep a schedule of when selections, reflections
or conferences are to take place.
Ô? Older students might be required to keep track of the process to
make sure all requirements are met.
?
Ô? Showcase portfolios will typically have a more formal and polished
presentation. A cover letter or introduction along with a table of
contents might be included to provide context for a potentially wide
range of readers, and to give the student or teacher a chance to more
fully flesh out the student's story. ??
Ô? Growth or evaluation portfolios might have a less formal presentation,
unless the evaluation is part of a high stakes assessment. If the
student and teacher are the primary readers, less context is needed.
However, if parents are the primary or a significant intended
audience, more explanation or context will be needed. ??
Ô? Obviously, one advantage of choosing to build the portfolio at the end
of a period of time rather than build it along the way (see the first
question) is that transient students can still easily participate. They
have less work to consider, but they can still engage in the selection
and reflection process.
Ô? If selection and reflection occur as work is being produced, the new
student can simply join the process in progress. Some adaptation will
likely be necessary, but the student can still demonstrate growth or
competence over a shorter period of time.
Ô? If the portfolio is also to be evaluated, further adjustment will need to
 be made.

²  
    


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By the nature of the purposes of portfolios -- to show growth, to showcase excellence -- portfolios are
meant to be shared. The samples, reflections and other contents allow or invite others to observe and
celebrate students' progress and accomplishments. A portfolio should tell a story, and that story
should be told.

Students should primarily be the ones telling their stories. As students reflect on the balance of their
work over some period of time, there is often a great sense of pride at the growth and the
accomplishment. By telling their own stories students can take ownership of the process that led to
the growth and achievement. Assessment is no longer something done to them; the students are
playing an active role through self-assessment.

Furthermore, others will be able to recognize and celebrate in the growth and accomplishment of the
students if their work is communicated beyond the borders of the classroom. A portfolio provides a
unique vehicle for capturing and communicating student learning. Parents tend to learn more about
their children's abilities and propensities through a portfolio than they do through the odd assignment
that makes it home and into the parents' hands. Moreover, other interested members of the school
and local community can recognize and celebrate the accomplishment.

Finally, the portfolio can provide an excellent tool for accountability. Parents, educators and
community members can learn a great deal about what is happening in a classroom or school or
district by viewing and hearing about the contents of these stories. Perhaps more importantly, the
student and teacher can uncover a vivid picture of where the student was, where she has traveled to,
how she got there and what she accomplished along the way -- a fascinating and enlightening story.






 

Of course, deciding how to tell the story will be influenced by the intended audience. For example,
presenting a collection of work to a teacher who is already familiar with much of the content will likely
require a different approach than presenting that work as part of a college application.

c 

 


In some classrooms, a portfolio is used much like other assignments as evidence of progress towards
or completion of course or grade level goals and standards. In such cases, the only audience might be
the teacher who evaluates all the student work. To effectively communicate with the teacher about a
body of work, the student may be asked to write a brief introduction or overview capturing her
perceptions of the progress (for a growth portfolio) or accomplishments (for a showcase portfolio)
reflected in the collection of work. Teachers who assign portfolios not only want to see student work
but want to see students reflect upon it.

As a classroom assessor, the teacher also has the benefit of communicating face-to-face with each
student. Such conferences take a variety of forms and vary in their frequency. For example,

Ô? A teacher might review a portfolio at one or more intervals, and then prepare questions for the
face-to-face conversation with each student;
 Ô? A student might run the conference by taking the teacher through her portfolio, highlighting
elements consistent with the purpose of the portfolio;
Ô? A "pre-conference" might occur in which teacher and student discuss how the portfolio should
be constructed to best showcase it or best prepare it for evaluation.

Additionally, classmates can serve as an audience for a portfolio. Particulary for older students, some
teachers require or encourage students to present their portfolios to each other for feedback, dialogue
and modeling. For example,

Ô? Pairs of students can review each other's work to provide feedback, identify strengths and
weaknesses, and suggest future goals;
Ô? Sharing with each other also provides an opportunity to tell a story or just brag;
Ô? Students can always benefit from seeing good (or poor) models of work as well as models of
meaningful reflection and goal-setting.

As students hear themselves tell each other about the value and meaning of their work it will become
more valuable and meaningful to them.

c 

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As many of us have experienced with our own children, parents sometimes only receive a small,
fragmented picture of their children's school work. Some work never makes it home, some is lost,
some is hidden, etc. It can be even harder for parents to construct a coherent picture out of that work
to get a real sense of student growth or accomplishment or progress toward a set of standards.

Portfolios provide an opportunity to give parents a fuller glimpse of the processes and products and
progress of their children's learning. Many teachers intentionally involve the parents in the
development of the portfolio or make parents an audience or both.

For example, to involve parents in the process,

Ô? teachers make sure parents view most student work on a consistent basis; for example,
u? some teachers require students to get much of their work signed by parents to be
returned to school;
u? some teachers send work home in a two-pocket folder in which one pocket contains
work that can stay home and the other pocket contains work that can be viewed by
parents but should be returned to school, each pocket carefully labeled as such;
u? some teachers use a three-pocket folder in which the third pocket is a place parents
can pass along notes or comments or questions;
Ô? teachers also invite parents to provide feedback or ask questions about student work; for
example,
u? a reflection sheet, perhaps similar to the ones students complete, can be attached to
some of the pieces of work sent home inviting parents to make comments, ask
questions or provide evaluation;
u? parents might be invited to provide a summary reflection of work they have seen so
far;
u? or simply identify one or two pieces of work or aspects of their children's work that
they most like or are most surprised about.

To share the portfolio with parents,

Ô? many schools host Portfolio Nights, at which students often guide their parent or parents
through the story of their work. Having the Night at school allows the student to more easily
share the variety of two- and three-dimensional work they have created.
 Ô? after teacher evaluation of the portfolio (if that is done), the complete portfolio might be sent
home for the parents to view and possibly respond to. This might occur once at the end of the
process or periodically along the way.

A Portfolio Night also provides an opportunity for other members of the school or larger community to
view student portfolios. The portfolios may simply be on display to be sampled, or students might
guide other audiences through their work.

Similarly, during the school day students can share their portfolios with students from other classes or
with school personnel.

c !( 
 
    (

An external audience for student work can serve to motivate students to give more attention to and
take more seriously their performance. First, it may give more legitimacy to assigned work. If the
work is to be externally reviewed, it suggests that it is not simply "busy work" that provides a grade
but that it is something authentic valued outside the walls of the classroom. Second, some students
may take more care in their work when they believe a new, different, and perhaps expert audience
will be viewing it.

To extend the audience beyond the classroom, school and family, teachers have adopted a variety of
approaches, including

Ô? expanding the audience at Portfolio Nights to include a larger community, perhaps even
authors, or scientists or other professionals relevant to the work in the portfolio;
Ô? inviting professionals or experts in a particular field to come listen to presentations of the
portfolios;
Ô? inviting professionals or experts to serve as one of the reviewers or evaluators of the
portfolios;
Ô? encourage or require students to share their work with a larger audience through the Web or
other media. Publishing on the Web also allows students to solicit comments or questions.




   



Just as we do not expect children to write or speak well without considerable instruction and practice,
it is not reasonable to expect students to effortlessly and effectively share their stories without some
help. Teachers have devised a number of strategies to prepare students to communicate with the
target audience. Some such strategies include

Ô? pairing up students in class ("portfolio partners") to practice presenting their work to each
other;
Ô? pairing up the author of the portfolio with an older student a few grades above. The younger
student would practice presenting her work as if she is presenting it to the intended audience
(e.g., parents at a Portfolio Night). Both students can benefit as the older student provides
feedback and encouragement and may increase her own self-efficacy for the task through
modeling and tutoring the younger student.
Ô? providing models. Teachers provide models of good portfolios that illustrate how the product
itself can effectively communicate with an audience through the way it is constructed.
Teachers can also model the process of communication by walking through how he or she
would share a portfolio with a specific audience.


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As with all of the elements of portfolios described above, how and when evaluation is addressed varies
widely across teachers, schools and districts. Take, for example, «

÷


 



Evaluation refers to the act of making a judgment about something. Grading takes that process one
step further by assigning a grade to that judgment. Evaluation may be sufficient for a portfolio
assignment. What is (are) the purpose(s) of the portfolio? If the purpose is to demonstrate growth,
the teacher could make judgments about the evidence of progress and provide those judgments as
feedback to the student or make note of them for her own records. Similarly, the student could self-
assess progress shown or not shown, goals met or not met. No grade needs to be assigned. On a
larger scale, an evaluation of the contents within the portfolio or of the entire package may be
conducted by external bodies (e.g., community members, other educators, state boards) for the
purpose of judging completion of certain standards or requirements. Although the evaluation is
serious, and graduation might even hinge on it, no classroom grade may be assigned.

On the other hand, the work within the portfolio and the process of assembling and reflecting upon the
portfolio may comprise such a significant portion of a student's work in a grade or class that the
teacher deems it appropriate to assign a value to it and incorporate it into the student's final grade.
Alternatively, some teachers assign grades because they believe without grades there would not be
sufficient incentive for some students to complete the portfolio. Ahh, but «

<

 


'
 Some teachers choose not to grade the portfolio because they have already assigned grades
to the contents selected for inclusion.


 
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 But the portfolio is more than just a collection of
student work. Depending on its purpose, students might have also included reflections on growth, on
strengths and weaknesses, on goals that were or are to be set, on why certain samples tell a certain
story about them, or on why the contents reflect sufficient progress to indicate completion of
designated standards. Some of the process skills may also be part of the teacher's or school's or
district's standards. So, the portfolio provides some evidence of attainment of those standards. Any or
all of these elements can be evaluated and/or graded.

²  
  Some portfolios are graded simply on whether or not the portfolio was completed.

÷%
(
 Other teachers evaluate the entire package: the selected samples of student work as
well as the reflection, organization and presentation of the portfolio.

M 
÷



Most of the portfolio assignments I have seen have been evaluated or graded with a rubric. A great
deal of personal judgment goes into evaluating a complex product such as a portfolio. Thus, applying
a rubric, a tool which can provide some clarity and consistency to the evaluation of such products, to
the judgment of quality of the story being told and the elements making up that story makes sense.
Moreover, if the portfolio is to be evaluated my multiple judges, application of a rubric increases the
likelihood of consistency among the judges.


÷   $

  # !


What might a portfolio rubric look like? If the focus of the grading is primarily on whether the samples
of student work within the portfolio demonstrate certain competencies, the criteria within the rubric
will target those competencies. For example,

÷valuating competencies

Ô? ÷ 

   




  
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×r, Completing requirements

Ô?   
 




  
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 - to gain admission

eeting standards

Ô? 

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÷valuating metacognitive and organizational elements only

Ô? 





  
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÷valuating the portfolio as a whole

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 - very detailed criteria
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 - very detailed criteria

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The more we can involve students in the assessment process, the more likely they will take ownership
of it, be engaged in it, and find it worthwhile. So, it makes sense to involve students in the evaluation
process of their portfolios as well. They have likely engaged in some self-assessment in the reflection
or goal-setting components of the portfolio. Additionally, students are capable of evaluating how well
their portfolio elements meet standards, requirements, or competencies, for their own portfolios or
those of their peers. Furthermore, older peers could make excellent judges of the work of younger
students. Cross-grade peer tutoring has demonstrated how well the older and younger students
respond to such interactions.

Obviously, the classroom teacher, other educators, review board members, community members, etc.
can all serve as judges of student work. If multiple judges are used, particularly if they are not directly
familiar with the student work or assignments, training on a rubric should be provided before
evaluation proceeds. The evaluators should be familiar with and clear on the criteria and the levels of
performance within the rubric. A calibration session, in which the judges evaluate some sample
portfolios and then share ratings to reach some consensus on what each criteria and level of
performance within the rubric means, can provide a good opportunity for judges to achieve some
competence and consistency in applying a rubric.


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  <

 
 

Oh, what fun would that be! Actually, the answer is a qualified "yes." Portfolios do typically require
considerable work, particularly if conferencing is involved. But with most anything, including
assessment, I recommend that you start small.

Here's a quick, easy way to get started if any of the above thoughts has either encouraged you or not
discouraged you from considering assigning portfolios in your little world. The following describes just
one possible way to get started.


 Depending on the age of your students and other considerations, have students select two
pieces of their work over the course of a quarter (or three or four over a semester). Decide (with your
students or without) upon one or more criteria by which the selection will be guided (e.g., their best
work). To limit management time, don't wait for the end of the quarter for students to make those
selections. Otherwise, all their work will have to be collected along the way. Instead, if you want to
keep it simple, tell your students ahead of time that they will be selecting two or more pieces
matching certain criteria, and that you will ask them to do it at the point each sample is completed.


 At the time a student selects a sample to be included in his portfolio, require the student to
complete a brief reflection sheet and attach it to the sample.


 Depending on the age of your students, ask your student to save that sample and the
attached reflection sheet until the end of the quarter or semester, or collect it and store it yourself at
that point.


 At the end of the quarter or semester, ask your students to reflect upon the samples one
additional time by describing what they liked best about their work, or by identifying strengths and
weaknesses, or by setting one or two goals for the future.

There, that wasn't too painful. Okay, you ask, that was relatively simple, but did it really accomplish
anything? Good question. If you don't think so, don't do it. On the other hand, it could possibly have a
few benefits worth the effort. First, if nothing else it gave you some experience working with
portfolios. If you want to pursue portfolios in a more elaborate manner, at least you are now more
familiar with some of the issues involved. Second, if you think developing self-assessment skills in
your students is a worthwhile goal, you have also begun that process. Even a little reflection on your
students' part may be more than some of them typically give to their work. Finally, you may have
opened, even if it is just a little bit, a new avenue for you and your students to communicate with
their parents about their performance, their strengths and weaknesses, and their habits. Any of those
reasons may be sufficient to try your hand at portfolios. Good luck!

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