My Portfolio

My Portfolio 2 A.Multiple Choice The obvious answer is that it depends on the skill you're testing

--> obviously do not use multiple choice to test creative writing

--> don't ask student to write an essay to find out if they can identify the capital of Canada

--Evaluation should always match as closely as possible the actual activity you're teaching C.Matching type To use matching type you will require to study your search query report, put in negative words, refine the keyword match types and restructure your ad groups. D. You should use short answers on test when the question doesn't ask you to explain your theory. ex. What is your favorite color? but when it asks you to go further into your theory use a long answer. ex. What is your favorite color and why? hope it helps!

e. The uses of sentence completion tests include personality analysis, clinical applications, attitude assessment, achievement motivation, and measurement of other constructs. They are used in several disciplines, including psychology, management, education, and marketing. 2. Rating Scales allow teachers to indicate the degree or frequency of the behaviours, skills and strategies displayed by the learner. To continue the light switch analogy, a rating scale is like a dimmer switch that provides for a range of performance levels. Rating scales state the criteria and provide three or four response selections to describe the quality or frequency of student work. 3.a. You use performance check list when you want to test the performance of the students with series of items in which you want to know. 4.Stimulate discussion, and keep it closely tied to the subject matter. Review and summarize important po ints. Test students knowledge of what the lesson has covered, and check the effectiveness of the instruction. 5. My tools *A holistic rubric consists of a single scaleall factors that are to be evaluated are identified together for each level of performance. It might be a checklist or a description of each attainable level of performance. Holistic rubrics are quicker to develop and learn, quicker to score, and quicker to find agreement among various evaluators than are analytical rubrics. Because they produce a single score, they are most effective when the elements being assessed are closely related. However, they do not give as much feedback to students, and so they are more difficult to use as a learning tool than analytical rubrics. Analytical rubrics, on the other hand, are excellent tools for teaching aswell as for assessment. An analytical rubric consists of multiple, separate scales, and therefore provides a set of scores rather than just one. The multiple scales enable students to pinpoint their strengths and weaknesses related to each criterion. The analytical rubric provides feedback to students by letting them know exactly which elements of the skill were mastered and which need more practice. While it is an excellent teaching tool, the analytical rubric does take longer to learn well and more time to score. Scores attained for the various criteria may be combined to make a final score. *When to Use a Rubric

Rubrics are expensive in terms of the time and energy they require to design and implement. The decision to use a rubric must be weighed carefully. Rubrics are best suited for situations where a wide range of variation exists between whats considered very proficient and whats considered not yet proficient.

Teachers have found rubrics to be every useful in providing guidance and feedback to students where skills and processes are the targets being monitored. Examples of skills or processes that adapt well to being rubriced include: the writing process, the application of the method of scientific inquiry, thinking skills (i.e. constructing support, compare, problem solving, etc.), and life-long learner skills (i.e. collaborative worker, quality producer, etc.). Episode 5 Possible Disadvantages of Rubrics Development of rubrics can be complex and time-consuming;

Using the correct language to express performance expectation can be difficult; Defining the correct set of criteria to define performance can be complex; Rubrics might need to be continuously revised before it can actually be usable in an easy fashion Advantages of Rubrics

Helps the grading process become more efficient; Helps faculty grade/score more accurately, fairly and reliably; Requires faculty to set and define more precisely the criteria used in the grading process; Supports uniform and standardized grading processes among different faculty members; Clarifies quality expectations to students about their assignments; Students are able to self-assess their own work prior to submitting it; Students can understand better the rationale and the reason for grades; Helps communicating grade between faculty and students; Helps improve student performance, because they know what to focus on

Documentation Portfolio: This type is also know as the "working" portfolio. Specifically, this approach involves a collection of work over time showing growth and improvement reflecting students' learning of identified outcomes. The documentation portfolio can include everything from brainstorming activities to drafts to finished products. The collection becomes meaningful when specific items are selected out to focus on particular educational experiences or goals. It can include the bet and weakest of student work. Process Portfolio: This approach documents all facets or phases of the learning process. They are particularly useful in documenting students' overall learning process. It can show how students integrate specific knowledge or skills and progress towards both basic and advanced mastery. Additionally, the process portfolio inevitably emphasizes students' reflection upon their learning process, including the use of reflective journals, think logs, and related forms of metacognitive processing Showcase Portfolio: This type of portfolio is best used for summative evaluation of students' mastery of key curriculum outcomes. It should include students' very best work, determined through a combination of student and teacher selection. Only completed work should be included. In addition, this type of portfolio is especially compatible with audio-visual artifact development, including photographs, videotapes, and electronic records of students' completed work. The showcase portfolio should also include written analysis and reflections by the student upon the decision-making process(es) used to determine which works are included . A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that illustrate their talents, represent their writing capabilities, and tell their stories of school achievement... (Venn, 2000, pp. 530-531) Types of Portfolio Process and product portfolios represent the two major types of portfolios. A process portfolio documents the stages of learning and provides a progressive record of student growth. A product portfolio demonstrates mastery of a learning task or a set of learning objectives and contains only the best work... Teachers use process portfolios to help students identify learning goals, document progress over time, and demonstrate learning mastery... In general, teachers prefer to use process portfolios because they are ideal for documenting the stages that students go through as they learn and progress (Venn, 2000, p. 533).

Functions The function of a portfolio assessment is to measure progress of a particular process over a specified length of time. Before beginning a portfolio, the student must be aware of the goals she is trying to accomplish with this project. Otherwise, she will be confused as to what artifacts to include. According to Sewell, Marczack and Horn, "If goals and criteria have been clearly defined, the 'evidence' in the portfolio makes it relatively easy to demonstrate that the individual or population has moved from a baseline level of performance to achievement of particular goals." A portfolio functions as a place to store materials so they are not forgotten and so that the student can continuously reflect on her growth in that particular subject area. According to David Sweet, a writer for the Education Consumer Guide Office of Research, "A portfolio may be a folder containing a student's best pieces and the student's evaluation of the strengths and weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting, and revision" (Sweet, 1993). Effective Schooling Research The major findings regarding Grading/Reporting Best Practices include the following: The primary goal of grading and reporting is communication. Educators must participate in staff development activities to build assessment skills and evaluate the quality of assessment techniques, methods, strategies and data. Educators must plan assessments as they plan instructionnot as an afterthought. Educators must monitor student learning closely and regularly. Educators must align classroom assessments of student performance with the written curriculum and actual instruction. Educators must use assessment results not only to evaluate students, but also for instructional diagnosis, to find out if teaching techniques, methods, and strategies are effectively working. Educators must set grading scales and mastery levels high to promote excellence. Educators must support the development and use of alternative assessments. Educators must focus on developing multifaceted reporting systems.