|
The portfolio will contain work that shows that learning has been
achieved, progress has been made, and goals have been met. Ultimately
it will be used to document achievement of outcomes. It is important
to remember to date everything that goes into the portfolio! The
evidence may fall into two categories: actual work by the
learner and supporting evidence from external sources. Actual
learner work may include first- and final-draft writing samples, a résumé,
reading samples, or an audiotape of the learner reading aloud. A
statement by the literacy practitioner about the effectiveness of the
learner's participation in a particular discussion is an example of
supporting evidence. "Records of Learning" on page 41
provides other examples of evidence which can be used in the
portfolio.
It is necessary to establish what constitutes documentation and what
is proof of learning. Obviously some things are much easier to
document than others. It is far easier to show an ability to write
than an ability to read.
K.A. Fitzpatrick reminds us that "an ability is larger than the
observed performance of it" and "that any performance or
demonstration of an ability is larger than the sum of the criteria
applied to it. "21
In It Belongs to Me: A Guide to Portfolio Assessment in Adult
Education Programs. Hanna Arlene Fingeret writes.
Portfolio assessment requires that we creatively figure out ways to
reflect new literacy practices in folders and portfolios. This may be
as simple as writing about them in dialog journals. Or it may include
gathering evidence, such as copies of restaurant menus or copies of
the title pages of books that have been read to children. Evidence of
using math in daily life might include copies of receipts for
purchases made according to a budget, or copies of ads that were
compared to find a best buy. At first, students will need help
remembering to put material in their folders, and remembering to bring
materials from outside the classroom. Sometimes students can help each
other find creative ways to document new literacy practices; students
often get ideas about things to contribute to their own folders by
examining other students' folders as part of a group activity.22
|