1. Portfolio Assessments By Jasmine Brockhum

2. Based on Constructivist Theory Meaning is created by the learner rather than being imposed or transmitted by direct instruction Students are required to provide evidence to convince the teacher that the best kind of learning in relation to the objectives has been achieved A move towards a more student-centered approach to assessment Portfolio Assessment

4. Assembled for a particular purpose

5. Includes students’ reflection on their work in relation to the achievement of objectivesPortfolio Assessment

7. course objectives has taken place

8. choose and justify the portfolio items

9. provide a holistic case of an integrated and usable body of knowledgePortfolio Assessment

12. make a holistic assessment of the portfolio

13. provide feedbackPerformance Assessment

15. Accuracy against acceptable scholarly standards

16. Coverage of the subject content and objectives

17. Making an integrated case or argument

18. Is important to the students’ own academic / professional purposesPerformance Assessment

20. An overall grade of the portfolioPortfolio Assessment

22. Avoid repetitive items in terms of content and / or objective(s) being addressed

23. Select a balanced collection of items that address the full range of subject objectives, rather than focusing on excellence of any particular individualitems Portfolio Assessment

24. Assessing Student Learning Outcomes Assessment should not be labeled as “good” or bad”, but rather “appropriate” or “inappropriate”. The important issue is how the assessment is designed and implemented to appropriately address the learning objectives