|From the ERIC database
Teacher Portfolio Assessment. ERIC/AE Digest.
If you are a teacher, are you a good teacher? Would you like to be a better teacher? If you are an administrator, are the teachers for whom you are responsible doing a good job? Assessing the productivity, efficiency and effectiveness of teachers is a formidable task. While the National Teacher's Exam may provide a minimum criterion for the certification of teachers, it is not meant to be used as a measure of teacher effectiveness. One method for assessing teacher performance is the teacher portfolio.
WHAT IS A TEACHER PORTFOLIO?
What is actually included or related in a teacher portfolio depends on how the portfolio will be used. A portfolio may include some or all of the following:
* Teacher background.
* Class description: time, grade and content.
* Written examinations: National Teacher's Exam, State licensure tests.
* A personal statement of teaching philosophy and goals.
* Documentation of effort to improve one's teaching: seminars, programs, etc.
* Implemented lesson plans, handouts and notes.
* Graded student work such as tests, quizzes and class projects.
* Video/audio tape of classroom lessons.
* Colleague observation records.
* Written reflections on teaching.
* Photographs of bulletin boards, chalkboards or projects.
A common misconception is that a teacher portfolio is a folder laden with teaching artifacts and evaluations. Ideally, a teacher portfolio is a document created by the teacher that reveals, relates and describes the teacher's duties, expertise and growth in teaching. Each assertion in the portfolio is then documented in an appendix or a reference to outside material, such as videotapes or lengthy interviews. The size of a portfolio varies, but it is typically two to ten pages, plus appendices.
HOW IS A TEACHER PORTFOLIO USED?
As a form of authentic assessment, teacher portfolios may play a major role in the overall evaluation of a teacher. Numerous universities, such as the University of Colorado at Boulder, Marquette University and Murray State University, now use portfolios to make personnel decisions. Many other States and institutions use teacher portfolios to augment more traditional assessment measures, such as standardized tests and observation checklists.
However, the use of teacher portfolios for high-stakes decisions, such as certification and advancement, is not universally endorsed. The reasons for caution often cited include the subjectivity involved in evaluating portfolios, the variability in content and construction of portfolios, and the lack of consensus in what a teacher should know and be able to do.
The majority of the programs that use teacher portfolios are preservice teacher education programs. These programs use portfolios to increase reflection and provide an ongoing record of a teacher's growth. The portfolio provides a vehicle for assessing the relationship between teacher choices or actions and their outcomes. In addition, teachers are encouraged to share their portfolios, during construction, with both beginning and experienced teachers. This continuous dialogue is designed to provide a rich context in which to experience the multifaceted nature of teaching.
HOW IS A TEACHER PORTFOLIO EVALUATED?
The construction of a portfolio is such that each portfolio is unique and tailored to the individual. As a tool for professional development, this is a positive feature; as a tool for arriving at personnel decisions, where comparability between teachers (often from different subject areas) is desired, the lack of standardization is a problem.
The lack of, or need for, standardization can be rectified by requiring certain items in the portfolio of a teacher seeking a position or to advance. Other items may be included at the teacher's discretion. Mandated items typically include:
* Statement of teaching responsibilities.
* Statement of teaching philosophies and methodologies.
* Description of efforts to improve one's teaching.
* Representative course syllabi.
* Summary of institutional instructor evaluations by students.
The second concern of portfolio assessment, the subjectivity in the evaluation of the portfolio, is somewhat problematic. Teacher evaluation, in any form, is subjective. The question then becomes how to make the evaluation of portfolios as reliable and valid as possible, given their subjective nature.
Often, the solution is to use a Likert-type evaluation form, of predetermined qualities, based on the mandated items.
Questions are then grouped into categories, such as Instructional Design, Course Management and Content Expertise, and weighted. Ratings may then be combined to generate categorical and/or overall ratings.
STEPS FOR IMPLEMENTING A PORTFOLIO PROGRAM
2. Gain acceptance. It is extremely important that both administrators and teachers accept the use of portfolios. If administrators do not relate the importance and usefulness of portfolios to their teachers, the project will fail. Likewise, if teachers do not value the portfolio approach, then they will not put forth the effort needed to ensure success.
3. Instill ownership. Teachers must be involved, from the beginning, in developing the portfolio program. They must feel ownership over the program's direction and use.
4. Communicate implementation. The teachers need to know, explicitly, how the portfolios will be used. If they will be used for advancement, then the expected structure and intended scoring methods need to be explained in detail.
5. Use models. Models of portfolios used by other institutions are readily available (see Seldin and Associates, 1993). These models may easily be adapted and provide examples for teachers developing their portfolio.
6. Be selective. Portfolios should not contain everything a teacher does. A portfolio contains carefully selected items that reflect and substantiate a teacher's expertise and achievements.
7. Be realistic. Portfolios are only one form of authentic assessment. As such, they should be used as a part of the assessment process, in conjunction with other measures.
Seldin, P., and Associates (1993). "Successful use of teaching portfolios." Bolton, MA: Anker Publishing Company.
Vavrus, L.G., and Collins, A. (1991). Portfolio documentation and assessment center exercises: A marriage made for teacher assessment. "Teacher Education Quarterly," 3(2), 12-29.
Winograd, P., and Jones, D.L. (1993). The use of portfolios in performance assessment. "Portfolio News," 4(4), 1-13.
This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract RR93002002. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the U.S. Department of Education. Permission is granted to copy and distribute this ERIC/AE Digest
Title: Teacher Portfolio Assessment. ERIC/AE Digest.
Descriptors: Decision Making; * Educational Assessment; Educational Planning; Elementary Secondary Education; * Evaluation Methods; Feedback; Knowledge Base for Teaching; * Portfolio Assessment; Portfolios [Background Materials]; * Professional Development; Teacher Certification; Teacher Effectiveness; * Teacher Evaluation
Identifiers: Authentic Assessment; ERIC Digests; *Performance Based Evaluation; Reflective Practice
©1999-2012 Clearinghouse on Assessment and Evaluation. All rights reserved. Your privacy is guaranteed at
"""Kutokana na data ya ERIC, utafiti wa utafiti wa wanafunzi wa shule ya msingi unaonyesha kuwa idadi ya wanafunzi wa shule ya msingi ni kubwa." ERIC-A-DIGEST Kama wewe ni mwalimu, je, wewe ni mwalimu mzuri? Je, ungependa kuwa mwalimu bora zaidi? Kama wewe ni msimamizi, je, walimu ambao unawajibika wanafanya kazi nzuri? Kutathmini uzalishaji, ufanisi na ufanisi wa walimu ni kazi kubwa. Ingawa mtihani wa kitaifa wa walimu unaweza kutoa kiwango cha chini cha vyeti vya walimu, haikusudiwi kutumiwa kama kipimo cha ufanisi wa walimu. Njia moja ya kutathmini utendaji wa mwalimu ni kwingineko ya mwalimu. Ni nini kitabu cha kufundisha? Nini kweli ni pamoja na au kuhusiana katika mfuko mwalimu inategemea jinsi mfuko itakuwa kutumika. Portfolio inaweza kujumuisha baadhi au zote zafuatayo: * Mwalimu background. * Maelezo ya darasa: wakati, darasa na maudhui. * Uchunguzi wa maandishi: Mtihani wa Kitaifa wa Mwalimu, mitihani ya leseni ya Jimbo. * Taarifa ya kibinafsi ya mafundisho ya falsafa na malengo. * Hati ya juhudi za kuboresha mafundisho ya mtu: semina, programu, nk. * Imekamilisha mipango ya masomo, handouts na maelezo. * Kazi ya mwanafunzi iliyopangwa kama vile vipimo, maswali na miradi ya darasa. * Video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video ya video * Rekodi za uchunguzi wa wenzake. * Maelezo yaliyoandikwa juu ya ufundishaji. * Picha za ubao wa matangazo, ubao wa chalk au miradi. Wazo lisilo la kweli ni kwamba karatasi ya mwalimu ni folda iliyojaa vifaa vya kufundisha na tathmini. Kwa mfano, kwingineko ya mwalimu ni hati iliyoundwa na mwalimu ambayo inaonyesha, inahusiana na inaelezea majukumu ya mwalimu, utaalam na ukuaji katika kufundisha. Kila madai katika kwingineko ni kisha kumbukumbu katika nyongeza au rejea ya vifaa vya nje, kama vile kanda za video au mahojiano marefu. Ukubwa wa karatasi hutofautiana, lakini kwa kawaida ni kurasa mbili hadi kumi, pamoja na nyongeza. Jinsi ya Kutumia Jarida la Mwalimu Kama aina ya tathmini halisi, portfolios mwalimu inaweza kucheza jukumu kubwa katika tathmini ya jumla ya mwalimu. Chuo Kikuu cha Colorado huko Boulder, Chuo Kikuu cha Marquette, na Chuo Kikuu cha Murray State sasa hutumia kwingineko kufanya maamuzi ya wafanyakazi. Nchi nyingine nyingi na taasisi hutumia kwingineko za walimu kuongeza hatua za tathmini za jadi zaidi, kama vile vipimo vya kawaida na orodha za ukaguzi wa uchunguzi. Hata hivyo, matumizi ya portfolios walimu kwa ajili ya maamuzi ya juu-mchango, kama vile vyeti na maendeleo, si ulimwenguni pote kupitishwa. Sababu za tahadhari mara nyingi zinatajwa ni pamoja na subjectivity kuhusishwa katika tathmini portfolios, kutofautiana katika maudhui na ujenzi wa portfolios, na ukosefu wa makubaliano katika nini mwalimu anapaswa kujua na kuwa na uwezo wa kufanya. Wengi wa programu ambazo kutumia portfolios mwalimu ni programu za elimu ya mwalimu preservice. Programu hizi hutumia kwingineko ili kuongeza tafakari na kutoa rekodi ya kuendelea ya ukuaji wa mwalimu. Portfolio hutoa chombo cha kutathmini uhusiano kati ya uchaguzi wa mwalimu au vitendo na matokeo yao. Kwa kuongezea, walimu wanahimizwa kushiriki portfolios zao, wakati wa ujenzi, na walimu wa mwanzo na wenye uzoefu. Mazungumzo haya ya kuendelea ni iliyoundwa kutoa mazingira tajiri ambayo uzoefu asili multifaceted ya kufundisha. MFUMA YA MWAZI HUTAHESIWAje? Ujenzi wa kwingineko ni kama kwamba kila kwingineko ni ya kipekee na iliyoboreshwa kwa mtu binafsi. Kama chombo cha maendeleo ya kitaaluma, hii ni kipengele chanya; kama chombo cha kufika katika maamuzi ya wafanyakazi, ambapo kulinganisha kati ya walimu (mara nyingi kutoka maeneo tofauti ya somo) ni taka, ukosefu wa standardization ni tatizo. Ukosefu wa, au haja ya, standardization inaweza kurekebishwa kwa kuhitaji vitu fulani katika kwingineko ya mwalimu kutafuta nafasi au kukuza. Vitu vingine vinaweza kuingizwa kwa hiari ya mwalimu. Vitu vya kuamuru kwa kawaida ni pamoja na: * Taarifa ya majukumu ya kufundisha. * Taarifa ya falsafa ya kufundisha na mbinu. * Maelezo ya jitihada za kuboresha ufundishaji wa mtu. * Mifumo ya masomo ya uwakilishi. * Muhtasari wa tathmini ya mwalimu wa taasisi na wanafunzi. Wasiwasi wa pili wa tathmini ya kwingineko, subjectivity katika tathmini ya kwingineko, ni kiasi fulani tatizo. Tathmini ya mwalimu, kwa namna yoyote ile, ni ya kibinafsi. Swali kisha inakuwa jinsi ya kufanya tathmini ya portfolios kama kuaminika na halali iwezekanavyo, kutokana na asili yao ya kibinafsi. Mara nyingi, suluhisho ni kutumia fomu ya tathmini ya aina ya Likert, ya sifa zilizowekwa kimbele, kulingana na vitu vilivyopewa amri. Maswali kisha ni makundi katika makundi, kama vile Maagizo ya Maagizo, Usimamizi wa Kozi na Ujuzi wa Maudhui, na uzito. Ratings inaweza kisha kuunganishwa ili kuzalisha ratings categorical na/au jumla. Hatua za kuanzisha programu ya mkoba Kupata kukubaliwa. Ni muhimu sana kwamba wasimamizi na walimu kukubali matumizi ya portfolios. Ikiwa wasimamizi hawatashiriki umuhimu na manufaa ya portfolios kwa walimu wao, mradi huo utafanikiwa. Vivyo hivyo, kama walimu hawajali mbinu ya kwingineko, basi hawatatoa juhudi zinazohitajika ili kuhakikisha mafanikio. 3. Uwe na mtazamo wa kweli Kuweka umiliki. Walimu lazima kuhusishwa, tangu mwanzo, katika kuendeleza programu ya kwingineko. Ni lazima wahisi kuwa wamiliki wa mwelekeo na matumizi ya programu hiyo. 4. Uwe na uhakika Kuwasiliana utekelezaji. Walimu wanahitaji kujua, waziwazi, jinsi portfolios zitatumiwa. Kama wao itatumiwa kwa ajili ya maendeleo, basi muundo inatarajiwa na njia ya alama inayokusudiwa zinahitaji kuelezwa kwa undani. 5. Uwe na mtazamo mzuri. Tumia mifano. Mifano ya mifuko inayotumiwa na taasisi nyingine inapatikana kwa urahisi (tazama Seldin na Associates, 1993). Mifano hii inaweza kwa urahisi kubadilishwa na kutoa mifano kwa walimu kuendeleza kwingineko yao. 6. Uwe na uhakika Chagua kwa uangalifu. Vitabu vya kazi havipaswi kuwa na kila kitu ambacho mwalimu hufanya. Portfolio ina vitu vilivyochaguliwa kwa uangalifu ambavyo huonyesha na kuthibitisha utaalam na mafanikio ya mwalimu. 7. Uwe na mtazamo gani? Uwe mwenye kufikiri kwa akili. Portfolios ni aina moja tu ya tathmini halisi. Kama vile, wanapaswa kutumika kama sehemu ya mchakato wa tathmini, pamoja na hatua nyingine. Seldin, P., na Washirika (1993). "Matumizi yenye mafanikio ya portfolios ya kufundisha". Bolton, MA: Anker Publishing Company. Vavrus, L. G., na Collins, A. (1991) Mfano wa Portfolio nyaraka na mazoezi ya kituo cha tathmini: ndoa kufanywa kwa ajili ya tathmini ya mwalimu. "Mwalimu Elimu Quarterly," 3 (2) 12-29. Winograd, P., na Jones, D. L. (1993) Mfano wa Matumizi ya portfolios katika tathmini ya utendaji. "Portfolio News," 4 (4), 1-13. Toleo hili lilitengenezwa kwa fedha kutoka kwa Ofisi ya Utafiti wa Elimu na Uboreshaji, Idara ya Elimu ya Marekani, chini ya mkataba RR9300-2002. Maoni yaliyoonyeshwa katika ripoti hii hayaonyeshi msimamo au sera za ORI au Idara ya Elimu ya Marekani. "Hii ni kwa sababu ya ""Uhakiki wa Portfolio ya Mwalimu"" (TITLE: TEACHER PORTFOLIO ASSESSMENT)." ERIC-A-DIGEST Maelezo: * Uchunguzi wa Elimu; * Utaratibu wa Elimu; * Elimu ya Sekondari ya Msingi; * Mbinu za Tathmini; * Maelezo ya Mafunzo; * Utafiti wa Portfolio; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti; * Mafunzo ya Utafiti. Haki zote zimehifadhiwa. Faragha yako imehakikishwa katika