Procedures for portfolio assessment
المؤلف:
Winnie Cheng & Martin Warren
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P204-C18
2025-07-05
479
Procedures for portfolio assessment
Collaborative assessment involved the teacher, the students themselves and their peers. It was based on criteria clearly communicated and illustrated at the beginning of the course. Halfway through the course, students submitted the first part of the portfolio to the teacher for formative evaluation. At the same time when the students submitted their portfolios, they completed and included a Self-Assessment Form and a Peer Assessment Form for each of the group members.
Self and peer assessment, each contributing 15% towards the assignment grade, focused on the quality of the forum postings assessed by both the student and peers based on four criteria:
1. Frequency of participation in the discussion forum
➣ Feedback given on all draft examples
➣ Participation in all discussions
2. Timeliness of participation in the discussion forum
➣ Timely provision of feedback on all draft examples
➣ Timely participation in all discussions
3. Quality of feedback and suggestions
➣ Relevance to the requirements of the examples
➣ Specific and clear comments and suggestions
➣ Appropriate use of academic terminology
4. Extent of feedback and suggestions Covered most aspects of draft examples
➣ Made comments and suggestions beyond draft examples
➣ Encouraged further development of the discussion
Teacher assessment (70%) of the quality of the portfolio was based on five criteria:
1.Quality of analysis of examples (appropriacy of analysis and support with contextual reasons) (50%)
2. A critical review of discussion and incorporation of peer feedback (or rationale for not incorporating peer feedback) in these examples (20%)
3. Quality of feedback and suggestions (10%)
4. Extent of feedback and suggestions (10%)
5. Reflective text (200-250 words) about online learning and assessment (10%)
Only the students were involved in assessing themselves and their peers in terms of frequency and timeliness of participation in forum discussions, both criteria of which the teacher did not feel in a position to assess. The teacher and the students overlapped in only two assessment criteria that were related to the quality and the extent of student feedback.
The English Department has a general guideline that all content subjects are assessed using Biggs & Colins' (1982) Structure of the Observed Learning Outcomes (SOLO) taxonomy (Figure 5), which is a method to categorize students' responses to open-ended questions, and focuses on qualitative differences between students' responses. According to Biggs (2003, p.37), when students learn, they produce learning outcomes that display "similar stages of increasing structural complexity", and the SOLO taxonomy provides a systematical description of "how a learner's performance grows in complexity when mastering many academic tasks".
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