The Use of Developmental
Portfolios for Informing Teaching
Practice in Preschool Contexts
By
Dr. Dora Ho Choi Wa (何彩華)
Hong Kong Polytechnic University
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How to conduct observations
How to analyze/interpret information &
data
How to compile information & data
How to use information to guide
practice
How to communicate information to
children, colleagues and parents
Portfolio Assessment requires
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information from parents & colleagues
recorded observations of the child at play, in
routines and in process of learning
a collection of the child’s work
organizing all information into a
comprehensive picture of the child
applying the information to curriculum design
and implementation, teaching and learning
process
Principles of Conducting Assessment
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1. Aiming at overall developmental
needs of children
2. Gathering information from different
sources
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regular observations
reports on children’s behavior
information provided by parents
class work of children
Principles of Conducting Assessment
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3. Using appropriate assessment tasks
4. Conducting in the form of classroom
activities
5. Identifying the strengths and
potentials of children
6. Be aware of the age, background
and prevailing emotions of children
affecting their performance
Principles of Conducting Assessment
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7. Comparison made between the past and
present performance of the same child
rather than among children
8. Involving Children in the process so that
they can see their progress and gain greater
self-confidence
9. Avoiding prejudice in the course of
assessment
10. Parents be informed of the results in a clear,
systematic and positive manner
The Work Sampling System
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The Work Sampling System is to assess
and document children’s all-round
development (i.e. skills, knowledge,
behavior, and accomplishments)
(Meisels et al.,2003)
The Work Sampling System
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1. Portfolios ( including core and other items)
- purposeful collection of children’s work
throughout the year
2. Developmental checklists
- intended to reflect all-round development
of the child
- are structured around developmentally
appropriate activities
The Work Sampling System
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Summary reports
Contains specific criteria for assessing children's
performance in each domain of development
Teachers carefully review the checklists and
portfolio and then make overall judgments
Consists of a brief summary of the child’s
performance
To indicate the child’s strengths and potentials
for further development
To make recommendations for home-school
collaboration
The Work Sampling System
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Comprehensive
Aiming at all-round development
On-going process
Both formative and summative
Positive ways to identify areas to be improved
Enhancing communications between teachers
and parents
Developing an in-depth understanding of
individual children
Encouraging individual differences
Meisels, S. et al. (2003) Work sampling system : an overview N.Y. :
Pearson.
The Work Sampling System
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Meisels, S. et al. (2003) Work sampling
system : an overview N.Y. : Pearson.
Samuel J. Meisels et al.著 <<幼兒表現評量 :
作品取樣系統>> 台北市 : 心理出版社股份有
限公司, 2003
Ethical and Professional Responsibilities in using
portfolios assessment
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Aware of personal bias & preconceived
notions
Be fair and impartial
Be sensitive to individual differences
Be sensitive to social and cultural differences
Aware of the limitations of observation and
developmental portfolio
Observe the right to privacy
New Challenges
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School stakeholders
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Teachers
Children
School management
Parents
New Challenges
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Teachers
- Time, space, equipment and technique
- Organization and planning
- Professional competence
- Critical reflective ability
- Collaboration among teachers
- Collaboration with children and parents
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School management
- Roles, school structure and culture
- Administrative support and
professional development
- Planning, implementing, monitoring
and evaluating
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Children
- Time and space
- Self-evaluation ability
- Peer learning/review
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Parents
- Time and efforts
- understanding of alternative
assessment approaches
- Concern about transition between
pre-primary and primary education