Assessing Adult Learning Using Portfolios.

Autor/in	Fenwick, Tara J.
Titel	Assessing Adult Learning Using Portfolios.
Quelle	(1996), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Adult Education; Adult Learning; Adult Students; Evaluation Methods; Foreign Countries; Informal Assessment; Portfolio Assessment; Portfolios (Background Materials); Self Evaluation (Individuals); Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Portfoliobeurteilung; Schulnote; Studentische Bewertung
Abstract	A portfolio is a folder assembled by the learner, containing samples of the learner's work collected over a period of time. The kinds of items reflect the nature of the course content. Each individual who decides to use a portfolio approach must develop unique expectations, guidelines for content, and assessment criteria suitable for the purpose of the course and the objective of student involvement in the portfolio activity. A suggested series of steps when beginning to use the portfolio is as follows: (1) decide what is to be collected, by whom, and when; (2) spend time introducing portfolios to learners; (3) hold periodic conferences with learners; (4) grade portfolios holistically; and (5) spend time responding to learners. Benefits of using portfolios include the following: portfolios show learner growth over time; they involve learners directly in their own learning and evaluation; they show the process of learning, not just the outcomes; they build learner confidence; they are holistic measures of learning; they are a learning experience in themselves; they are useful for learners seeking employment; they are useful indicators of gaps in the program; and they are an effective means of faculty development. Potential concerns are as follows: the uncertainty of their validity, learner choice of a work sample not being representative of the predetermined outcomes, additional time required of instructor for evaluation, ambiguous process of evaluation method, and student skepticism. (Appendixes contain a sample format for holistic grading of a portfolio and 10 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01