Example Folio Assessment A

This unit combines formative, summative, peer and self-assessment to create a literacy
portfolio that provides a detailed picture of both process and product in student literacy
learning and development (Seely Flint et al., 2014). Using a quantitative sliding scale
combined with qualitative comments creates formative data for students that can guide
learning as the unit progresses and can be used to inform mini-lessons or explicit teaching
points. Including summative assessment at the end of week 1 captures early engagement to
inform subsequent planning. Recording detailed comments on student learning may however
be time consuming and challenging to maintain consistently and equitably with competing
demands in the classroom (Calfee & Perfumo, 2012). Checklists and rubrics using sliding
scales are available to students prior to the learning experience to ensure that students know
what is valued and what they need to develop (O’Rourke, 2004). Self-assessment is included
to promote reflexivity (Ryan, 2014) and peer assessment creates greater opportunities for
peer challenges and discussions that increase learning potential (Black, Harrison, Lee,
Marshall, William, 2004). Both peer and self-assessment however require students to have
safe psychological relationships within the classroom, confidence in accurate assessing ability
and neutrality to be effective (Harris & Brown, 2013). Combining multiple assessment types
demonstrates student engagement with the recursive movements from planning to
presenting (Edward- Groves, 2012) and when used with purpose and reflexivity creates a
literacy portfolio that celebrates students’ interpretations and learning achievements (Calfee
& Perfumo, 2012).