Using Portfolio Assessments with Young Children Who are at Risk for School Failure

Smith, J.; Brewer, Denise M.; Heffner, Tom

doi:10.1080/1045988x.2003.10871078

Cited by 4 publications

(6 citation statements)

References 6 publications

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“…Portfolios provide more information about teacher and student activities. This information would be an appropriate source for the educational planning of each group by identifying the strengths and weaknesses of students [13, 16, 20]. Apple believes portfolios make an important contribution to providing information, evaluating facilities, having flexible goals, making educational plans, and identifying negative as well as positive environmental factors in the student evaluation process [12].…”

Section: Discussionmentioning

confidence: 99%

“…Portfolio advantages are as follows: it can assess areas that are difficult to test traditionally, attitude can be assessed, curriculum outcomes can be emphasized, it reflects a student-centered approach to learning, it helps to create critical thinking, and the breadth as well as depth of students' learning can be assessed [ 3 , 4 , 10 , 11 ]. This method makes innumerable contributions to such issues as providing practice with equipment, being flexible, identifying the positive and negative environmental factors influential in the learning process, encouraging students' willingness to participate in activities, and orienting the activities accordingly [ 12 , 13 ]. Several studies have shown that this method promotes learning [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

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Effect of portfolio assessment on student learning in prenatal training for midwives

Kariman

Moafi

2011

J Educ Eval Health Prof

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The tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students' learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups' mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups' knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom's taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups' clinical exam scores was significantly different. The portfolio group's mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students' satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student's participation in the learning process and helping them to apply theory in practice.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of portfolio assessment on student learning in prenatal training for midwives

Kariman

Moafi

2011

J Educ Eval Health Prof

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“…Children's ownership during portfolio practices gives them a greater understanding of their learning (Carr, 2011; Te One, 2000). Carr (2011) argues for a transformation from teachers’ ownership and empowerment to a reflective approach where children become the owners of the portfolio assessment process.…”

Section: The Multidimensional Framework Of a Child's Portfolio: A Too...mentioning

confidence: 99%

“…Portfolio studies (Seitz and Bartholomew, 2008;Smith et al, 2003) have mostly focused on evaluating the holistic development of the child, guiding teaching practices, and documenting and archiving the child development and learning process. A portfolio is a beneficial tool that provides a context for effective interaction among children and teachers (Kimbell, 2012;Ouakrim-Soivio and Kumpulainen, 2020).…”

Section: Introductionmentioning

confidence: 99%

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

Yılmaz

Aras

Ülker

et al. 2021

Contemporary Issues in Early Childhood

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Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some conceptual insights into children's agency in the learning and assessment process through the use of child portfolios. The main issue addressed is the progressive use of the child portfolio, which comprises observations of classroom experiences, documentation of these observations, revisiting learning experiences and a celebration of children's achievements. These aspects are discussed along with arguments that raise the question of how portfolios can act as catalysts for assessment as learning. This article further advocates that the multidimensional processes of creating a child portfolio may be considered a promising context for promoting autonomy, self-regulation, metacognition and reflection in early childhood education.

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confidence: 99%

Portfolios within the preschool environment

Trávníčková

2020

Journal of Language and Cultural Education

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The academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz & Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).

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Using Portfolio Assessments with Young Children Who are at Risk for School Failure

Cited by 4 publications

References 6 publications

Effect of portfolio assessment on student learning in prenatal training for midwives

Effect of portfolio assessment on student learning in prenatal training for midwives

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

Portfolios within the preschool environment

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