Design and
Implementation of Portfolio for
Learning and Assessment
Lee Yeung Chun Eddy
(Raimondi College)
22 April 2004
Eddy Lee
Programme
Part I
 Design of student portfolio for active
and constructive learning
 Developing criteria/rubric for scoring
student portfolio
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Programme (con’t)
Part II
 Implementation strategies of student
portfolio as a learning, teaching and
assessment tool
 Question and answer session
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Key Questions
1.
2.
3.
4.
5.
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?
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Design of student portfolio for
active and constructive learning
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Active Learning
Constructivist
Way of Teaching
Active Learner
Assessment
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Brainstorming Activity
• What characterize
an ‘Active
Learner/Effective
Learner’?
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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
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Portfolio Assessment
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Design and Implementation
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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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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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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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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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How to Assess?

Use of Rubrics
How to construct rubrics?
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Developing criteria/rubric for
scoring student portfolio
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Learning Activity
Task One (10 minutes)
 Mark the set of concept maps given
with a 3-point scale (3-Good, 2Satisfactory, 3-Unsatisfactory).
 Write down two reasons to explain
your grading on the concept map.
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Learning Activity
Task Two (15 minutes)
 Based on the written
comments on each
concept map,
Example
characterize the 3
levels of performance. Level 1 Level 2 Level 3
 Construct a
Insert
Description/Criteria
rubric/criteria
Here
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Learning Activity
Task Three (10 minutes)
 Use the newly constructed rubric to mark
the second set of concept maps.
 Refine your rubric.
 Post your rubric on board.
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Implementation (Phase II)
•
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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ASSESSMENT RUBRICS
Name:
Class:
Student No:
Items
Date of Submission:
Level of Achievement
1
2
3
4
Isolated pieces of
information
Retelling information
learnt in class or from
textbook
Reasoning/Looking for
differences & similarity
Identifying new
problem & looking for
solutions
1
2
3
4
5
Making judgement &
supporting with reasons
Applying what have been
learnt in class into the real
world
1. Learning Diary
2. News Clippings
3. Drawings
4. Photos
5. Group Discussion Notes
7. Concept Map
Single Aspect
One level of analysis
No/some attempts in
linking up different facts
Failed to construct
relationship among
facts/concepts
Lack of Key Headings
Weak in organization
Lack of content
Weak presentation skills
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Single Aspect
One/two level(s) of
analysis
Some attempts in
linking up different facts
Weak in organization
Able to set Key
Headings
Weak in using
information in textbook
One/Two Aspects
Three levels of analysis
Some branching
Linkage with explanation
Some use of information of
previous topics
Well organised
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One or two Aspect(s)
> 3 levels of analysis
Branching at different
levels
Linkage (interrelationships between
geographical phenomena)
with explanations
Use lots of previous
topics
Include real world
examples
Well organised
5
Includes criteria for Level 4 with
outstanding performance in at least
one of the following areas:
Good use of real world examples
Excellent skills in presentation &
organization
Study a problem form different
angles
Demonstration learning that
extends beyond task requirements
Reflect on own roles
See inter-relationships between
geographical phenomena
Lower Levels of Conceptual
Understanding
2
1
 Single Aspect
 One level of analysis
 No/some attempts in linking
up different facts
 Failed to construct
relationship among
facts/concepts
 Lack of content
 Lack of Key Headings
 Weak in organization
 Weak presentation skills
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 Single Aspect
 One/two level(s) of
analysis
 Some attempts in
linking up different
facts
 Able to set Key
Headings
 Weak in organization
 Weak in using
information in textbook
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Higher Levels of Conceptual Understanding
4
 > two Aspect(s)
 >3 levels of analysis
 Branching at different
levels
 Linkage (interrelationships between
geographical phenomena)
with explanations
 Use lots of information
from previous topics
 Well organised
 Include examples from
textbook
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5
Includes criteria for Level 4 with
outstanding performance in at
least one of the following areas:
 Good use of real world examples
 Excellent skills in presentation &
organization
 Study a problem from different
angles
 Demonstration learning that
extends beyond task
requirements
 Reflect on own roles
 See inter-relationships between
geographical phenomena
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The Functions of Rubrics
Concept Map
Rubrics
•
•
Students
Goal Setting
Self-monitoring
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Communication
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Teacher
•Teaching Goals
•Provide Quality
Feedback
15 minutes Break
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Part II
• Implementation strategies of
student portfolio as a learning,
teaching and assessment tool
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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
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Pedagogy I
Use of Concept Map
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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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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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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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Use of Concept Map in Senior
Form
• 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 article
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• Preparing sub-topic
concept map
• Instructions for
reciprocal teaching
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• Teaching &
Questioning within
expert group
• Summarizing Phase
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• Students
commenting
other groups’
concept maps
• Group Presentation
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How to teach student to reflect?
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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 an Overview
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Pedagogy II
Learning Diary (High Points)
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Use Rubrics
Writing Prompts
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等級
學習表現評估指標
表達技巧
□論點荒謬，不合情理
丙十/丙/ □欠缺深思，粗枝大葉
□遠離主題，未能理解題目要求
丙一
□只能敘述事情發展的原因／經過／結
果
□內容表達不清楚或未能表達感受
□嘗試運用圖表或文字/比喻/資料來說
明
□表達欠清楚
□例子與內容不符
圖像表達及運用
□能運用概念圖且內容豐富，但結構簡
單
□錯誤地用圖表說明
語法表達
□詞匯量（少）
□５－８個錯別子
□簡單的句子結構
□只能簡單地（一、兩句）描述自己／
對事件中人物的感受
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時事評論
□能作 單結論但欠說服力
□評論主觀
□欠缺具體內容，對遇到的問題未能心思熟慮
□只能簡明的敘述事件／問題的起因能或結果
□回答欠詳盡
□草率（內容）
開放性題目
□內容尚能呼應主題，但未能清楚及具體表達
兩者的分別或自己的感受
□論據欠充分且欠缺組織
□嘗試作出評價，但欠合理理據
□嘗試作出簡單的結論，但欠邏輯
□能例舉出事件的人、物、地點、時間
□立場模糊不清
其他
□誤解課題
□ 設計一般，但欠缺可行
性
□欠缺想像力
□ 能達基本的要求
□放棄完成少部份問題
Eddy Lee
學習表現評估指標
等級
乙十/乙/
乙一
表達技巧
時事評論
□用論據支持論點，論證過程有組織上的毛 □能作出簡單合理的結論
病
□評價部分可缺乏深思
□能運用圖表或文字／比喻／資料來說明
□能提出有建設性的解決方案，但欠詳盡
□未能說出被別人關心有什麼感覺，因此未 □立場尚算明確、並能對事情作出簡單分析
能完全切題，但能歸立兩者的共通點
□評論尚算客觀(時有主觀評論)，但未能周全中肯
□未能說出問題的核心，因此未能完全切題 □能簡明的敘述事件／問題的起因和結果
□能歸立兩件事物的共通點
□例子缺乏代表性
開放性題目
□表達感受欠具體
□能欣賞自己的長處，但內容欠具體
□頗清晰，但未能符合題目的要求
□只能辨別正面或負面情緒
□只能詳盡地敘述事情發展的次序和其中兩 □能作出合理評價，見解未見獨特
□倘能出合理／據邏輯性的結論
項（原因  經過  結果）
圖像表達及運用
□能用圖像充分表達自己的感受
其他
□能運用概念圖且結構周密
□積極，對自己亦有一定的要求
□圖畫內容似乎有點風馬牛不相及，文字部 □ 尚能理解題目的要求
分尚能呼應主題
□思想尚積極，然未能處理個人的情緒
□能以圖畫及文字表達主題，但未能具體及 □ 能總結學習重點及表達個人看法
詳細表達自己有價值和尊貴之處
□能寫出自己的感受
□ 說來清楚
語法表達
□設計一般，但可行
□ 議論具體
□詞匯量（中）
□內容能呼應主題
□部分句子表達有欠清楚
□能概括地描寫事件中人物或自己的感受
□句子結構複雜但有少許語法錯處
□３至４個錯別字
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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?
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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
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First Attempt
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Second Attempt
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Example Two
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Reflection on concept map construction
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Possible Portfolio Entries
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Concept Map (Draft &
Final Version)
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First Draft
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Second Draft
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Final Version
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Ch.1
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Ch.2
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Ch.1
Ch.2
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Level 1
Level 2
Level 3
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Possible Portfolio Entries
• Learning Diary/Journal
(supported with learning
evidences)
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Application
Goal Setting
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Table
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Short Essay
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Possible Portfolio Entries
• Table
• News Clipping
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Table
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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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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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