Design and
Implementation of Portfolio for
Learning and Assessment
Lee Yeung Chun Eddy
(Raimondi College)
22 April 2004
Eddy Lee
Key Questions
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What characterize a learning portfolio for active
learning?
How can teachers get started using portfolio?
How are assessment criteria and rubric developed in
scoring student portfolio?
How can portfolio be used as a learning, teaching
and assessment tool?
What are the possible tensions and necessary
supports to facilitate the successful implementation
of portfolio as part of student assessment in schools?
22 April 2004
Eddy Lee
Active Learning
Constructivist
Way of Teaching
Active Learner
Assessment
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What characterize an Active Learner?
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Build on & extend what they know
(Prior Knowledge)
Work with others in creating new
knowledge
Self-direct their thinking using
metacognitive skills
Awareness of own
Knowledge & Learning
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Control & Regulate
Own Learning
Processes
Eddy Lee
Portfolio Assessment
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22 April 2004
Design and Implementation
Eddy Lee
Learning Portfolio
Awareness of
Own Learning
Control & Regulate Own
Learning Processes
Effective Learning
• Examine/Understand Own Learning through goal
setting
• Provide Learning Evidence for the set goal(s)
• Evidence-based Self-reflection
• Control & Regulate Own Learning Processes
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Eddy Lee
What evidence do we need the
students to collect?
• Match with your learning
goals/objectives
Examples:
1. Foster Active Learner
2.Teaching of Nine Generic Skills
3.Five Learning Experiences
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Eddy Lee
Possible Portfolio Entries
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Concept Map
Student-generated Questions
News Clippings Application
Pieces of work from different stages of
doing Project
Learning Diary/Reflection
Drafts & Final Version of a piece of
composition
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Eddy Lee
What to Assess?
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How well they have learnt?
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Coherence of knowledge, principled
problem solving, knowledge use,
automatised skills, and metacognitive skills
(Glaser, 1988)
Ability to apply and to use skills and
knowledge in authentic situations (Wolf,
1995)
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Eddy Lee
Developing criteria/rubric for
scoring student portfolio
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Eddy Lee
Implementation
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Rubrics Construction
1. Abstract to Concrete
2. Trial Marking:
•
Why does this piece of work worth 4
marks / C+?
3. Collection & Compilation of Remarks
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Eddy Lee
The Functions of Rubrics
Concept Map
Rubrics
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Students
Goal Setting
Self-monitoring
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Communication
Eddy Lee
Teacher
•Teaching Goals
•Provide Quality
Feedback
How to foster active learning?
Employ Knowledge Building Methods:
1. Design your lesson which maximize
the use of metacognitive skills
2. Reflect on High Points
3. Asking Productive Questions
4. Engage Students in Progressive
Problem Solving
5. Emphasis Collaborative Efforts
22 April 2004
Eddy Lee
Pedagogy I
Use of Concept Map
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Eddy Lee
How to integrate concept mapping into
daily Junior Form teaching &
assessment?
Stage One
1. Underline key points for the students
2. Use concept map to organise the main
points/key ideas on board while teaching
3. Invite students to comment concept map
4. Instruct students to complete the
concept map
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Eddy Lee
Stage Two
• Underline the key points for the
students
• Ask students to construct a concept
map themselves
Stage Three
• Distribute concept map samples of
different qualities
• Present a semi-completed rubric
• Ask students to improve the rubric
based on the concept map samples
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Eddy Lee
Stage Four
• Underline the key points and construct a concept
map by the students
Stage Five
• Concept mapping as a regular exercise
• Make concept map as one of the portfolio
entries
Stage Six
• Peer Assessment?
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Eddy Lee
Use of Concept Map in Senior
Form
Pedagogy:
• Concept Mapping embedded with
Jigsaw and Reciprocal Teaching
strategies
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Individual to Group Concept Map
Procedures:
• Divide students into a group of 4 to 6
• Each student/pair of students responsible for a
chapter or a piece of
• Preparing sub-topic concept map
• Instructions for reciprocal teaching
• Teaching & Questioning within expert group
• Summarizing Phase
• Students commenting other groups’ concept maps
• Group Presentation
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Eddy Lee
Pedagogy II
Learning Diary (High Points)
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How to teach student to reflect?
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22 April 2004
Provide students with guiding
questions/overview for reflection (learning
goals)
Explain the questions
Pilot trial (ask students to work on two to
three questions)
Ask two students to copy their reflection on
board the next lesson
Analyses the reflections with the whole
class
Rewrite
Distribute some exemplar works as good
models (scaffold)
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Hints for setting guiding questions
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Provide an Overview of the topic
Generic Questions
Sequencing
Providing scaffolds
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Provide Guiding Questions
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What activities have you experienced
last week?
What skills and knowledge have you
learnt from these activities?
What are the most important things that
you have learnt?
Why do you think they are important?
What are the main ideas of the chapters
that you have learnt?
What are the things you still do not
understand?
What will you do in order to solve these
problems?
Eddy Lee
What characterise a good
piece of reflection?
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Support with learning evidence
Able to identify strengths (what
they have learnt) & weaknesses
(improvements)
Setting new goal(s) (solutions)
Solutions have to be operational
Well organised.
Eddy Lee
Basics of Student Portfolios
• Establishing goals & purposes
• Choosing a type of portfolio
(Working/Documentary/Show)
• Setting the Time Frame
• Determining what, when & how much
to collect
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Eddy Lee
Basics of Student Portfolios
• Setting up a storage system
• Teaching students to reflect
• Sharing the portfolio entries
with others
• Setting new goals/direction
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Eddy Lee