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• W301615209 abstract "Teachers need less information about percentile rankings and more information about students' performance, Mr. Abruscato points out, and he describes an assessment program in Vermont that is designed to provide just that. A dear friend and advisor once told me that those of us involved in professional development work in education should focus our energies and efforts on helping teachers do better what they want to do anyway. That is one of the better pieces of advice that I have received, and I believe it applies to the development of the Vermont Portfolio Project. In the late 1980s the commissioner of education, the staff of the state department of education, and others launched an effort to explore what the public at large and teachers viewed as the most appropriate strategies for assessing the performance of students and schools. One finding that emerged from these discussions was that many teachers felt that standardized tests have serious limitations and that alternatives (or supplements) to traditional assessment procedures should be investigated. Standardized tests provide little information that teachers can employ to help them use their talents to the fullest. Teachers need less information about percentile rankings and more information about students' performance. They need to be able to capture the moments when students are working at their best. Teachers can then use that information to create learning experiences to help students go even further. The use of portfolios is a serious attempt to do just that. The public discussions of student assessment led to the creation and funding of the Vermont Portfolio Project, which was piloted in writing and mathematics with fourth- and eighth-grade students in 137 schools in 1990-91.(1) For 1991-92 the state department of education requested that writing and mathematics portfolios be prepared and assessed for every Vermont student in grades 4 and 8. As the results are compiled, additional strategies will be developed to expand the use of portfolios to other subjects and grade levels, The materials included in a student's writing portfolio are outlined in the box on this page. An interesting collection, no doubt, but how is it assessed? Since portfolios are not made up of test items that can be marked correct or incorrect, we cannot simply count the number of correct responses and reach a conclusion about a student's achievement. The great strength of a portfolio is that it obliges us to face squarely the very difficult question of what constitutes high-quality work. The Vermont Portfolio Assessment Benchmark Committee - consisting of teachers, personnel from the state department of education, and others - responded to this question by developing criteria to help portfolio readers judge student work. Writing portfolios in Vermont are now assessed on five criteria: purpose, organization, details, voice/tone, and usage/mechanics/grammar. Specific characteristics have been identified for each criterion. For example, the purpose criterion asks judges to consider whether and how well the student establishes and maintains a clear purpose, demonstrates an awareness of audience and task, and exhibits clarity of ideas. The mathematics portfolio is designed to accomplish two purposes: 1) to provide samples of student mathematics achievement in problem solving and mathematical communication and 2) to provide indicators of the quality of the math program that the child is experiencing. This dual focus enables students, teachers, and others to learn about the level of student achievement and about the range and quality of the learning experiences provided. The box on page 476 lists the contents of a student's mathematics portfolio. Once again, no simple way of generating a numerical score presents itself, and judges must evaluate each student's portfolio against the specific criteria. Teachers involved in portfolio assessment in mathematics are guided by an array of criteria for each area. …" @default.
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• W301615209 title "Early Results and Tentative Implications from the Vermont Portfolio Project" @default.
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