Utilization of standards-based portfolio assessment may offer learning opportunities that may not be present with use of other assessment methods (Pecheone, Pigg, Chung, & Souviney, 2005). For example, teachers who were required to develop portfolios have expressed how they felt challenged and had become more reflective. Also, portfolio assessment �prompted teachers to pay greater attention to the learning needs of individuals in their classrooms, to think more deeply about their beliefs and values about teaching, to gain new metacognitive understandings of their practice, and to better articulate how and why they make instructional choices� (Pecheone, Pigg, Chung, & Souviney, 2005, p. 166). Furthermore, studies illustrate that support and guidance in reflection are necessary when utilizing performance assessments to ensure that students benefit from their use.
Pecheone, Pigg, Chung, and Souviney (2005) conclude with a discussion on the necessity of technology use to ease the burdens that may be associated with portfolio development. It is suggested that �electronic platforms that seamlessly and efficiently enable users to upload portfolio artifacts and share their work with peers and faculty supervisors for formative feedback and review� (Pecheone, Pigg, Chung, & Souviney, 2005, p. 175) are critical to successful implementation. Technology offers promise in the area of performance assessment, but the creation of useful online portfolio utilities is still in its infancy.
Standard TF-IV.A. states that technology facilitators must apply technology in assessing student learning of subject matter using a variety of assessment techniques. Every student learns in his or her own unique way and so it is imperative that instructors make use of varied methods of assessment. This article discussed the utilization of technology in assessment through use of online portfolios. This is just one of the many possible types of technology assessment that are available and should be considered by competent technology facilitators.
Portfolio development is time-consuming, yet challenging. The reason for its being challenging is because those who develop them are required to make use of their critical thinking skills. Creation of a portfolio is truly an active learning activity. This article brought to light what I had already suspected: portfolio development is a method of assessment which fosters authentic learning.
Pecheone, R. L., Pigg, M. J., Chung, R. R., & Souviney, R. J.
(March/April 2005). Performance assessment and electronic
portfolios. The Clearing House, 78, 4.
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NJCCCS
About Me
Reflections/Artifacts:
Standard I
Standard II
Standard III
Standard IV
Standard V
Standard VI
Standard VII
Standard VIII
Critiques:
Standard I
Standard II
Standard III
Standard IV
Standard V
Standard VI
Standard VII
Standard VIII