Portfolio as a tool for understanding one’s own educational goals. Portfolio models and their evaluation
In his speech on September 5, 2005, V.V. Putin, as one of the tasks in the transition to normative budget financing of the education system, put forward the task of “transition to a new system of remuneration for teachers and other school employees, which should be based on the quality of work of teachers and elimination of the hourly principle of their payment.”
The implementation of NSOT involves the introduction of individual work plans for teaching staff; establishing requirements for standardization of types of work provided for in individual plans, in particular, establishing a “framework” standardization by hours of all types of work of a teacher; introduction of incentive certification tools. Certification aimed at promoting quality is established for schools and for teachers. For schools: two-level certification divided into minimum requirements and quality assessment with built-in mechanisms for stimulating high-quality schools. For teachers: the introduction of a new differentiated system of teacher categories and certification that stimulates the quality of work and career growth.
Teacher's portfolio An effective mechanism for recording professional competencies is the “Portfolio”. The composition of the portfolio depends on the specific tasks that the teacher or the chairman of the methodological association sets for himself. It is advisable to maintain a portfolio for certification in parallel in several sections.
In practice, a teacher’s portfolio performs the following tasks: A teacher’s professional portfolio serves as the basis for him to obtain a teaching certificate and re-licensing - a licensing portfolio - requested by the authorities that license practicing teachers; The category portfolio is one of the grounds for determining the amount of wages and is presented to the administration of the educational institution and the authorities competent in deciding the issue of determining the category of a teacher and the amount of his salary; A portfolio of the educational process - a portfolio of educational planning - is compiled by the teacher and reflects the dynamics of educational achievements and the educational process of students, the class and serves as the basis for the teacher to plan, control, evaluate his teaching activities, firstly, and the curriculum, secondly, and is also used at parent meetings, pedagogical conferences, etc. The essential characteristics of a teacher’s portfolio are that it not only serves as a tool that facilitates external examination of the teacher’s activities and its results, but also provides the teacher with the opportunity for reflection and self-assessment, and most importantly serves as a means of supporting professional growth, allowing the design and control of its stages and tasks , forms of their implementation.
When preparing a portfolio, the teacher draws up an individual professional development plan, in which he determines: - the goals and objectives of his professional growth - the skills that he needs to acquire - the trainings and courses that he is going to take in the next 2-3 years.
When assessing a portfolio, the following indicators are considered: Professional skills, knowledge, responsibilities of the teacher - mandatory Student achievements - as a rule General results of the school during certification - possible Professional achievements of the teacher, newly acquired skills are considered from the point of view of how they influenced the results of students.
Teachers' professional skills and abilities are assessed in accordance with teaching standards. The number of these standards varies, but the general ideology and focus is uniform. The main standards include the following: competence in teaching; competence in planning and preparing lessons; competence in classroom management; use of a variety of assessment methods; creating an environment and using methods that ensure maximum student activity; planning your activities to best meet the needs of students; collegiality and collaboration; observed professional growth.
Despite the fact that there is no strict portfolio standard, the set of materials is quite stable: In the portfolio, the teacher presents various evidence of his professional growth. pedagogical concept; awards and certificates; trainings and courses; publications; original or collective programs; projects and research; lesson plans; examples of tasks; student achievements; reviews and ratings from students, colleagues, and administration. This set of materials differs from the traditional folder for our school, presented by the teacher during certification, in that the first place is given to the teacher’s understanding of his activities (pedagogical concept or philosophy) and, in general, his reflective position.
The teacher's portfolio is compiled in a storage folder with files (binder). Each individual material included in the portfolio must be dated. The composition of the portfolio depends on the specific tasks that the teacher or the chairman of the methodological association sets for himself. It is advisable to maintain a portfolio for certification in parallel in several sections. Teacher's portfolio
Section 1. “General information about the teacher” last name, first name, patronymic, year of birth; education (what and when you graduated from, the specialty received and diploma qualifications); labor and teaching experience, work experience in this educational institution; advanced training (name of the structure where the courses were taken, year, month, course topics); copies of documents confirming the availability of academic and honorary titles and degrees; the most significant government awards, diplomas, letters of gratitude; diplomas of various competitions; other documents at the discretion of the person being certified. This section allows you to judge the process of individual development of a teacher.
Section 2. “Results of teaching activities” This section contains: materials with the results of students mastering educational programs and their development of key competencies in the subject being taught; comparative analysis of the activities of a teaching worker for 3 years based on; control sections of knowledge; participation of pupils in school and district olympiads and competitions; results of intermediate and final certification of students; presence of medalists; admission to universities in a specialty, etc. The materials in this section should give an idea of the dynamics of the results of the certified teacher’s teaching activities for a certain period.
Section 3. “Scientific and methodological activities” materials that justify the choice of: - the educational program and the complex of educational and methodological literature being certified; - certified educational technologies used; - the use of certain pedagogical diagnostic tools by those being certified in their practice to assess educational results; - use of information and communication technologies in the educational process, - technologies for teaching children with developmental problems, etc.; - work in a methodological association, cooperation with the district methodological center, universities and other institutions; participation in professional and creative pedagogical competitions; participation in methodological and subject weeks; organizing and conducting seminars, round tables, master classes, etc.; conducting scientific research; development of proprietary programs; writing a manuscript for a master's or doctoral dissertation; preparation of a creative report, abstract, report, article; other documents,
Section 4. “Extracurricular activities in the subject” a list of creative works, abstracts, educational and research works, projects completed by students in the subject; winners of Olympiads, competitions, competitions, intellectual marathons, etc.; scenarios of extracurricular activities, photographs and videotapes with recordings of events held (exhibitions, subject excursions, KVNs, brain-rings, etc.); programs of clubs and electives; other documents.
Section 5. "Educational resources" This section contains an extract from the classroom passport (if available): the availability of dictionaries and other reference literature on the subject; the presence of visual aids (layouts, tables, diagrams, illustrations, portraits, etc.); availability of technical teaching aids (TV, VCR, stereo system, overhead projector, etc.); availability of a computer and computer teaching aids (virtual experiment programs, knowledge testing, multimedia electronic textbooks, etc.); audio and video aids; availability of didactic material, collections of problems, exercises, examples of abstracts and essays, etc.; measures of the quality of student learning; other documents at the request of the teacher.
License No. 004744 Certificate of registration PI No. 77-3448 dated May 10, 2000
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Series: “Library for teachers, parents and
Monthly Supplement to the magazine “Vneshkolnik”
Issue No. 12
Novikova T. G. Design and examination of innovative activities in education. Vol. 12. - M.: CRSDOD, 2001. - 64 p.
(Series “Library for teachers, parents and children”)
The author of this issue is T. G. Novikova, Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Development of Educational Systems of APKiPRO
Pedagogical innovation. What is it? Features and distinctive features, criteria grounds for innovation, design in innovative educational activities. The project, its main features, factors influencing the design process, the goals and objectives of the project, modeling in project activities, the project development algorithm, its structure, the content of individual phases of the project, you will receive answers to all these questions in this publication. Here you will also find interesting material on the structure of the examination apparatus, the principles of its organization, the classification of its models, the examination procedure and much more.
Published by decision of the methodological council
Center for the Development of the System of Additional Education for Children
Ministry of Education of Russia
Protocol No. 7
Editor-in-Chief: T. N. Kleymenov
Scientific consultant: M. N. Povolyaeva,
Doctor of Pedagogical Sciences
Responsible for release: A. G. Medvedev
Corrector: E. N. Tretyakov
Kit: L. AND. Veselovsky
Computer layout: O. .4. Paladium
© CRSDOD 2001
1. Innovations in education
At the beginning of the 20th century. a new field of knowledge is being formed - the science of the new, of innovation, which studies the patterns of their occurrence, development and implementation of innovations in material production. However, innovations soon entered the social sphere, and therefore into education, where the foundations of pedagogical innovation were laid.
The works of K. Angelovski, N. R. Yusufbekova, M. V. Klarin, O. G. Khomeriki, M. M. Potashnik, A. V. Lorensov, S. D. Polyakov are devoted to the problems of creation, development and dissemination of pedagogical innovations , A.I. Prigozhina, etc. Scientists consider innovation from various positions: the foundations of the theory of innovative processes in education, the problems and classification of innovations in education, innovative methods and technologies in a foreign school, the development of innovations in a modern school and their management.
P edag logical innovation is a field of science that studies the processes of school development that are associated with the creation of new educational practices. Novelty in pedagogy may be fromcarrier Noah, that is, already known in world or domestic practice, but at the same time completely new for a given region, school or individual teacher, and absolute - which has no analogues either in Russian or foreign practice.
One of the important tasks of modern pedagogical innovation is the classification of innovations, knowledge of which is absolutely necessary for a modern teacher, and above all in order to learn to understand the object of school development, to be able to identify a comprehensive approach, to understand what is common that unites him with others, and what is special , which distinguishes it from other innovations. Finally, in order to use the acquired amount of knowledge to most accurately select the necessary new things to master, it is best to develop a technology for mastering everything new - a technology that takes into account the specifics of the innovation (49, 14)*.
Let's consider different approaches to the concept innovation.
In literature, the concept innovation interpreted in different ways. In the encyclopedic dictionary innovation is considered (linguistic) in the same way as innovation.
The most complete definition that reveals the essence of innovation is interpreted in the work “New Values of Education”. Innovation- these are such urgently significant and systemically self-organizing new formations that arise on the basis of a variety of initiatives and innovations that become promising for the evolution of education and have a positive impact on its development, as well as on the development of a wider educational space.
Innovation(from lat. innovations) -an essential element in the development of education. They are expressed in trends in the accumulation and modification of various initiatives and innovations in the educational space, which together lead to more or less global changes in the field of education and transformation of its content and quality. Initiatives arise in the course of the natural evolution of the education sector, in the search for more promising forms and means of pedagogical activity, testing new teaching methods and techniques. Initiatives are consolidated through the exchange and dissemination of experience, in the formation of mass initiatives and social movements of teachers, among whom groups of initiators and innovators are formed, generating new socio-pedagogical, psychological, projective and socio-cultural ideas.
Innovative mechanisms for the development of education include:
creating a creative atmosphere in various educational
institutions, motivation of interest in innovations in the scientific and pedagogical community;
creation of sociocultural and material (economic) conditions for the adoption and operation of various innovations;
initiation of educational search systems and mechanisms for their comprehensive support;
integration of the most promising innovations and product projects into actually operating educational systems and transfer of accumulated innovations into the mode of constantly operating search and experimental educational systems (“New values of education”) (28.43)
The intensification of innovative processes in pedagogy is associated both with the social order and the means available in theoretical research and innovative experience that can ensure its implementation, as well as with significant changes in the sphere of consciousness of the pedagogical community as a whole. In its basic meaning, the concept innovation refers not only to the creation and dissemination of innovations, but also to transformations, changes in the field of activity, and the style of thinking that is associated with these innovations. From which it follows that the most significant condition for the success of innovative activity is the psychological readiness of teachers to accept systemic innovation (41).
So, the distinctive features and characteristics of pedagogical innovations are:
the subject of innovation activity is personality: unique,
developing, with specific characteristics;
dependence on objective conditions in the form of social order
or demand by society;
psychological readiness of the teacher to accept and implement
pedagogical innovations.
The life stages of innovation are closely related to pedagogical aboutdesigning innovative activities, development innovational project various level complexity: creation of an educational system at the regional, municipal levels and a separate educational institution; educational system (system innovations); design of new educational technologies (modular innovations), etc.
When classifying innovations in education, it should be taken into account that innovation is one of the most important types of human activity. This activity does not tolerate strict distinctions and divisions, and although it is quite difficult and almost impossible to include all the components and aspects of education in the classification, it is even more difficult to combine them into one component. Thus, innovations in the content of education necessarily affect the management, organization and, accordingly, the methodology (technology) of work and vice versa.
It is difficult to draw a clear line between planned (systematic) and spontaneous innovations or between those that arise from the outside or appear from within the education itself. Therefore, innovations in education often require help, support and influence, reinforcement from parents, public and other organizations. This applies to both major (large) and minor (small) innovations.
Of course, any classification suffers from schematism, insufficient completeness and consistency, since it is almost impossible to describe all possible innovations in several categories. However, regardless of the obvious difficulties, it is necessary and possible to carry out the classification, but subject to prior approval criterion
iev,
on the basis of which it will be carried out.
The first criterion depends on spheres,
V which innovations are carried out.
According to the first criterion, that is, depending on in which area, in which sector of education innovations are carried out (what is being updated), innovations can be identified: in the content of education in technology, in organization, in the management system, in economic mechanisms.
Depending on the method of implementation of the innovation, their mi > zhm divided into: systematic, planned, pre-conceived i c chemical. spontaneous, accidental.
Third criterion - latitudeAnddepthinnovativeprocess.
Depending on the breadth and depth of innovative activities, we can talk about: mass, large, global, radical, fundamental, strategic, significant, deep and other innovations: partial, small, minor innovations.
The fourth criterion is warp, on which innovations appear.
Depending on the origin, innovation can be represented as external and internal.
The fifth criterion is processdistributionpedagogical ideas andinnovations(or distribution method), which consists of three independent streams: spontaneous, purposeful, publicnogo.
Purposeful state flow is thoughtful efforts and actions of public education authorities to introduce pedagogical innovations. The public innovation flow is the result of the activity of public organizations. Along with the purposeful dissemination of the idea, there is also a spontaneous, spontaneous one that occurs in line with the personal communication of teachers.
Sixth criterion - scale ongoing innovative preformations, which can be represented in the form systemicButintroductions(building a new educational system, educational system at various levels, etc.), private(local, single or point) and modular, representing a complex of private innovations united on some common basis.
A very important basis (criterion) for grouping, the seventh criterion. is innovativepotential. In accordance with the criterion under consideration, modification,combinatornewAndradicalinnovation. Modification innovations are associated with improvement, rationalization, modification and modernization of something that has an analogue or prototype.
Combinatorial innovations involve a new constructive combination of previously known elements that have not been used in this combination before. What is assumed is not an eclectic connection, but a constructive one, in which new, previously non-existent system properties appear, generating a new integration effect. Radical innovations imply a new or radically opposite approach to existing developments or solutions to any direction, problem, etc. (49, 16).
Of course, such a division is relative; the innovative activity of creative teachers is both a state stream and a social one at the same time. The transmission of pedagogical ideas in personal communication (spontaneous flow) can be stimulated by the press and television, that is, by state and public institutions.
Classification according to criteria
| Criteria | Innovation |
| Area in which it is carried out innovation | I, In the content of education 2. In the technology of education 3. In the organization of the pedagogical process 4. In the education management system 5. In the economic mechanisms of education |
| How innovation occurs | 1. Spontaneous, spontaneous, random 2. Systematic, planned, pre-planned |
| Breadth and depth of innovation dissemination | !. Massive, global, fundamental 2. Partial, small, minor |
| The basis for the emergence of innovation | 1. External (from outside) 2. Internal |
| Method of disseminating innovation | 1. Spontaneous 2. Purposeful 3. Public |
| Scale of innovation | 1. System 2. Modular 3. Private (local) |
| Innovation potential | 1. Modified 2. Combinatorial 3. Radical |
In the course of the development of an innovative educational environment, various models of distance education are created, on the basis of which modern institutional forms of distance educational institutions are developed. On the basis of new institutional forms of education, organizational innovations appear, which use new pedagogical technologies, methods, techniques, means, the functioning of which is carried out using new economic mechanisms.
List of used literature
Angelovski TO. Teachers and innovation. Per. from Macedonia- M.: Enlightenment, 1991.
Anisimov ABOUT. WITH. Methodological culture of pedagogical activity and thinking. - M., 1991.
Babansky Yu. TO. Problems of increasing the effectiveness of pedagogical research. - M.: Pedagogy, 1982.
Veselova N. IN., Glushankova IN. WITH, Zerganiova T. E. And etc.
Innovations in education through the eyes of a sociologist. - Ekaterinburg, 1996.
Hesse WITH. AND. Fundamentals of pedagogy. Introduction to Applied Philosophy. - M.: School Press, 1995.
Zagvyazinsky IN. AND. Innovative processes in education and
pedagogical science // Innovation processes in education. -
Tyumen, 1990.
Zagvyazinsky IN. AND. Teacher as researcher. - M., 1980.
Zagvyazinsky IN. AND., Gilmanov WITH A. Creativity in management
school. - M.: Knowledge, 1991.
Innovation in Russian education: Higher professional education. - M., 2000.
Innovation at school: character and results // Public education, 1993, No. 6.
Innovative training: strategy and practice / Ed.
V. Ya. Liiaudis. - M., 1994.
Innovative educational institutions of Russia. Information
reference guide to help school leaders. - M., 1992.
Theory and practice organization of pre-profile training [Text] / [T. G. Novikova, A. S. Prutchenkov, N. V. Nemova and others; edited by T. G. Novikova] ; Ministry of Education of the Russian Federation, Acad. advanced training and retraining of education workers. - Moscow: [b. i.], 2003. - 109 p. : table - (To help teachers conducting pre-vocational training for secondary school students). - Auth. indicated on the back tit. l. - Bibliography: p. 55. - Bibliography: p. 84-88. - ISBN 5-8429-0108-0 (in the region): 50.00 rub.
Categories:
Key words (unstandardized):
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Annotation: The work discusses the strategy for modernizing Russian education and the need to introduce specialized training at the senior level of secondary schools: first of all, goals and objectives, approaches to organizing pre-profile training depending on the resource provision, the specifics of the institution; the features of the development of PMCs are revealed, taking into account the models of organizing pre-profile training in the Ministry of Education. Particular attention is paid to the experiment on the organization and introduction of pre-profile training: development of elective courses, certification of 9th grade students, work with an individual folder of achievements - portfolio. The work presents samples of practical developments prepared by institutions included in the implementation of the main directions of pre-professional training and specialized training. The appendix contains the main regulatory documents on the introduction of specialized training in Russian schools. The work is intended for a wide range of teaching staff, heads of educational authorities, heads of educational institutions, graduate students and applicants, and teacher-researchers.
Document holders:
NTGSPA Library
Additional access points:
Novikova, T.G.; Prutchenkov, A. S.; Nemova, N. V.; Novikova, T. G. \ed.\; Ministry of Education of the Russian Federation; Academy for Advanced Training and Retraining of Education Workers (Moscow)
Instances of everything: 1
ChZ (1)
Available: ChZ (1)
Novikova T.G., Pinskaya M.A., Prutchenkov A.S., Fedotova E.E. Portfolio in foreign educational practice // Issues of education. - 2004. - No. 3. - P. 201-238
Summary: The article reveals the goals and essence of the portfolio. The types and models of portfolios and methods of their evaluation are presented. Having revealed the specifics of each portfolio model, the authors determine the advantages of the portfolio as a popular and sought-after pedagogical technology. Subject to the introduction of the practice of recording and assessing individual achievements of students in the form of a portfolio in the school system, there is a need to solve a number of priority organizational tasks. The authors of the article offer a list of tasks that need to be solved first. At the same time, it is clarified that a number of steps towards the implementation of these tasks have already been taken in the process of the federal experiment on specialized training.
Key words: portfolio, individual educational achievements, assessment criteria, educational technology.
Novikova T.G., Pinskaya M.A., Prutchenkov A.S., Fedotova E.E. Portfolio in foreign educational practice//Education Issues.-2004.-No.3.-P.201-238.
Today there is a growing understanding in the world that the standard examination procedure, which is usually based on testing, does not capture many of the skills that need to be developed in students to ensure their successful life and professional strategies after leaving school. The most commonly used standardized tests fail to assess both the “advanced skills” of students and their ability to perform tasks in a real-life situation. The widespread use of tests as arbiters of many school and university decisions is a limitation for the development of critical behavioral skills and core competencies that are now in demand in vocational education, in most workplaces and in everyday civilian life. And, of course, they are least inclined to identify individual talent and individual inclinations. From our point of view, based on a generalization of foreign experience and Russian practice, an important tool for solving such problems is a student’s portfolio of individual educational achievements (“portfolio”).
Purpose and essence of the portfolio
The portfolio is now widely used in foreign practice, and the range of its application is constantly expanding. All new countries include portfolios in their educational systems and are beginning to use them at all levels of education, from higher to primary schools. The general trend has been the emergence of new forms of portfolios, based on the use of modern information technologies (“electronic portfolio”) and focused on new educational goals (“passport of competencies and qualifications”). Another characteristic phenomenon that lies in line with the Bologna process is the creation of common European portfolio models, such as the “European Language Portfolio” adopted by the Council of Europe.
A portfolio is a form of authentic assessment of educational results based on a product created by a student in the course of educational, creative, social and other types of activities. Thus, the portfolio corresponds to the goals, objectives and ideology of practice-oriented learning (www.teachernet.gov.uk/professionaldevelopment).
The portfolio gives significant importance to students’ planning and self-assessment of their educational results. A traditional portfolio is a collection of work whose purpose is to demonstrate a student's educational achievements. Being essentially an alternative method of assessment to traditional forms (tests, exams), a portfolio allows you to solve two problems:
1. Track the individual progress of the student achieved in the process of receiving education, without comparison with the achievements of other students.
2. Assess his educational achievements and supplement (replace) the results of testing and other traditional forms of control. In this case, the final portfolio document can be considered as an analogue of a certificate (for example, a portfolio in an American specialized school).
In accordance with the different tasks of using a portfolio, a system for assessing it is built. One trend is informal assessment (expert), including collective assessment of teachers, parents and fellow students. Another is the formalization and standardization of assessment criteria aligned with common academic indicators, such as core academic skills such as problem solving and communication skills, in the Vermont Math Portfolio. The developers of portfolios of elective subjects for English schools and the European Electronic and Language Portfolio followed the path of standardization and regulation of portfolio management and assessment.
With all the variety of portfolio models, the differences in educational and professional spheres in which they operate, the specific goals and requirements to which certain types of portfolios are oriented, attempts constantly arise to build a specific typology of it. The most traditional typology of a portfolio can be considered based on the nature and structure of the materials presented in it. In this case, the following types of portfolio are distinguished (www.pgcps.pg.kl2.md.us):
Portfolio of documents, or “working” portfolio
Includes a collection of work collected over a specific period of study that demonstrates a student's progress in a particular academic area. This portfolio can contain any materials, including plans and drafts, that show what progress the student has made in the learning process from the moment he set a certain goal until he achieved it. Therefore, the portfolio can contain both successful and unsuccessful trial works.
Process Portfolio
Reflects all phases and stages of learning. Allows you to show the entire learning process as a whole, how the student integrates specialized knowledge and skills and achieves progress, mastering certain skills at both the initial and advanced levels. In addition, this portfolio demonstrates students' reflection on their own learning experiences and includes self-observation journals and various forms of self-report and self-evaluation.
Demonstrative portfolio
Allows you to best assess a student’s achievements in the main subjects of the school curriculum. May include only the best works selected through joint discussion between student and teacher. A complete and comprehensive presentation of the work is a mandatory requirement. As a rule, this portfolio includes a variety of audio and video recordings, photographs, and electronic versions of works. Submitted materials may be accompanied by written comments from the student justifying the choice of work submitted.
Another basis for distinguishing different types of portfolio may be the purpose for which it is created and in what situations it can be used. The English Department of Education offers the following portfolio classification (www.ucal gary.ca/~bartktt/etypes.html):
Development Portfolio
A teacher interested in seeing how well a student is achieving and progressing over the course of the school year, for example in language or math, can turn to a development portfolio, which contains examples of academic work as well as student assessments of their results. This portfolio provides reliable materials that can be used for student assessment or for discussion with parents at parent-teacher conferences.
Portfolio for Instructional Planning
Teachers can use the existing portfolio system to obtain additional information about the class. This will make it possible to better assess the level of children’s capabilities even before the start of the educational process and plan the school year accordingly.
Proficiency portfolio
Some schools use portfolios as a means of determining a student's readiness for graduation. Students are required to submit a certain amount of material that demonstrates their competence and achievement in several subject areas.
Demonstrative portfolio
This portfolio may include the best student work collected at a particular stage of education and reflecting the student's educational achievements. For example, materials from projects and research, artwork, natural science experiments, achievements in the musical field, which most holistically represent the student’s skills and capabilities.
Employment portfolio
Business is showing growing interest in student portfolios, which help potential employers assess the readiness of future employees for practical work and a professional career. Students create portfolios that demonstrate their work skills and readiness to enter the labor market.
Portfolio for university admission
Colleges and universities use the showcase portfolio as a basis for admitting applicants. The submitted portfolio allows the admissions committee to better assess the real opportunities of future students to achieve success while studying at a given institution.
The above classification allows us to judge how widely portfolio technology has been introduced into educational practice. It has found a place for itself at the most diverse stages and stages of education, has been deeply integrated into the educational process and, what is extremely important, has become a connecting link both between the various stages of education and between the educational sphere and the world of work.
It is also characteristic that the appearance of certain types of portfolios meets the practical needs of not only the school, but also the higher education and business systems and, as a rule, is initiated by a request emanating from them.
Portfolio models and their evaluation
Often, various portfolio models (as well as other forms of authentic assessment) in foreign countries are developed and tested within the framework of associations of pilot educational institutions, with the coordination of professional associations and research teams. At the same time, despite such a “bottom-up initiative” coming from progressive-oriented teachers and educational institutions, funding for the development of such technologies is usually allocated from the federal budget. It, of course, can be supplemented by other sources, which undoubtedly indicates the importance of this area for the development of education systems.
For example, in the United States, from the late 1980s to the early 1990s, as part of the activities of the Coalition of Basic Schools, working groups were created that united a number of schools introducing portfolio technologies into specialized education. In parallel, the states of Vermont, California, Connecticut, Maryland, New York, and Texas are developing their own alternative assessment systems, which leads to the transformation of the existing testing system at the state level.
It is important to note that portfolio models are characterized by significant diversity. For example, in the state of Vermont, portfolios in mathematics and writing have been tested and put into practice, which are reviewed in accordance with the assessment system adopted in the state.
The Vermont Math Portfolio provides one of the best known examples of criteria against which assessment can be made. The entire body of mathematical work is assessed using two main indicators: problem solving and communication skills, which in foreign practice are usually considered among the key educational skills. Within each of them, several smaller indicators are distinguished, which allows you to more accurately determine and evaluate the skills being measured. Thus, specific skills are ranked, such as understanding a mathematical problem, finding the right approach to a solution, and convincingly justifying it. Their assessment allows us to draw a conclusion about the extent to which the student has demonstrated two basic learning skills in this subject.
The practice in Connecticut and New York is aimed at introducing a portfolio based on performing a natural science experiment or solving a real-life problem using interdisciplinary (mathematics and natural sciences) knowledge. California, Maryland, and several other states have developed written portfolios that involve students in complex writing assignments that require several days of work followed by a presentation.
Such portfolios can be used both as a development portfolio and as separate components of an overall preparedness portfolio (readiness to graduate from school).
Another example of a portfolio of this kind can be a portfolio that implements the principles of authentic assessment in specialized education at the senior level of the Central Efsn Park School in New York. The portfolio of a student at a specialized school includes work in fourteen areas.
1. Plan of action after graduation. Students conduct reflection, defining short-term and long-term goals in life and professional career, analyze related issues of earnings, living conditions, etc. Ultimately, they must determine why they need an education diploma. The actual documents included in the portfolio may be exam results, interviews, letters of recommendation, and other indicators of student achievement.
2. Autobiography. Serves as another opportunity to reflect on your life and determine plans for the future. A project of the student's choice is offered, for example, family history, special relationships between people, values or beliefs in the media, etc.
3. Socially useful voluntary activities at school and in society. Internship (practice). Starting from the 7th grade, it is part of the student’s educational activities. Students develop resumes of past work experience, including employment experience, while presenting materials that demonstrate what they have learned through the field experience. This could include essays, videos, work samples, letters of support, and other examples of their accomplishments.
4. Ethical and social issues. Students must demonstrate the ability to see multiple perspectives, weigh and use different arguments, and analyze the causes of social and moral issues in a variety of ways: through debate, writing an opinion piece, discussing important issues raised in a novel or film, or otherwise.
5. Art and aesthetics. Creative expression and creative perception are assessed. Students create a “spontaneous” presentation of their artistic capabilities or an exhibition in some art form. They must demonstrate knowledge and understanding of the aesthetic field through analysis or criticism of an artistic work, the personality of the artist or artist, or the field of art.
6. Media. Students demonstrate an understanding of the content of various media, their influence on people and their way of thinking through a project or other activities: essay writing, newspaper presentation, television shows, etc.
7. Practical skills. Work skills must be demonstrated in a number of areas: health care, employment, citizenship, independent living, use of computers and new technologies, legal rights (for example, through the use of a driver's license to participate in elections, through performing practical tasks on a computer, etc. .).
8. Geography. A teacher-developed test and activity-based assessment are used, aimed at identifying knowledge of geography and the ability to use maps, a globe and other teaching aids.
9. Foreign language and/or bilingual training. Students must demonstrate competence in working in a non-native, foreign language (speaking, listening, reading, writing). In addition, they must describe their own experiences communicating in a non-native language and be able to discuss social and cultural issues related to the importance of using different languages.
10. Science and technology. Must demonstrate knowledge of science: submit a report on the material studied in a high school course, pass a school or state standardized test to assess acquired competencies; demonstrate the use of scientific methods when performing tasks (conducting and describing an experiment); demonstrate an understanding of how scientific achievements are used in the modern world (conduct research on scientific development, including analysis of social costs and benefits, take part in discussions, etc.).
11. Mathematics. Students must demonstrate basic skills by passing a state competency test and a test developed by school teachers. In addition, they must demonstrate a high level of mental activity skills, implementing them in a practical form: for example, using mathematical knowledge to solve political, civil, consumer problems (public opinion polling; copying architectural drawings, etc.).
12. Literature. Students should prepare a list of studied literary texts from various genres as a basis for discussion with the portfolio defense committee; and develop and present essays about works of literature in which they demonstrate communication and reflective skills by analyzing texts, ideas and intentions of authors.
13. History. In addition to taking the state competency test and the school test, students must prepare an overview of the areas of history they studied in high school and a timeline of important historical events and figures. They must conduct historical research using primary and secondary sources and compiling a bibliography. Must demonstrate “mental habits” by making connections between past and future events, evaluating historical facts, and participating in discussions.
14. Physical training. Students must demonstrate and/or document their participation in sports teams and individual athletic achievements over the past four years. The purpose of assessing this competence is to develop a healthy lifestyle, develop a sense of independence, interdependence, personal responsibility, and belonging to the sports community.
It should be noted that this portfolio model also assumes a focus on core competencies or learning skills, for example, such as analysis and critical thinking, communication skills in assessing materials related to various subjects and areas. It is also important that demonstrating competence and skills is required when performing applied tasks or in real situations, which in fact is the basis of authentic (true) assessment that underlies portfolio technology.
If we talk about the procedure for compiling a portfolio for students, it should be understood that it requires the involvement of a number of specialists and changes the strategy of the school. The English training and support program “Progress File” (www.dfes.gov.uk/progfile) offers a whole list of specialists who help the student when working with a portfolio. The American specialized school we are considering has also introduced a counseling system. Students are divided into groups of 12-15 people, and each group is led for two years by a consultant who is a teacher at the school. Every day, meetings between the consultant and the group take place for at least an hour, during which a range of various issues are discussed (health, family, life in the community, etc.). The consultant, as students note, becomes part of the family and interacts with parents. In addition, almost any teacher, deputy director, or psychologist takes part in counseling and assists the student in compiling a portfolio. According to the school charter, this work is included in the job responsibilities of employees.
A separate area of the consultant’s activity is helping the student in drawing up his career plan, which is adjusted several times - when choosing a profile, clarifying it, and then when forming plans after graduation. A career plan is the most important part of a portfolio, and to develop it, the counselor meets with the student individually and then with his parents. Various psychological techniques are used, for example, the student builds a life line, including key life events from birth to the present moment and for the next 10 years, with an emphasis on choosing a professional direction of activity (and as part of it - a training profile), ways to obtain a profession.
The portfolio assessment procedure is a rather complex process and requires the involvement of both direct and indirect participants in the educational process: students, teachers, parents. Let us dwell in more detail on the formal procedure for assessing individual portfolio components. It is divided into two parts: assessment of written work as a component of the portfolio and oral presentation of the project.
Thus, each of the written components is assessed on a four-point scale (from 1 to 4) according to the following criteria:
Having your own position (point of view);
Establishing internal relationships;
The degree of validity of the material, evidence of findings and conclusions;
Method of presenting material (language, style, etc.);
Compliance with work design rules.
The table below shows a version of the rating scale.
Note that the proposed grading scale is not the only possible one; it is used mainly for assessing students’ written research work as a component of a portfolio, and we present it as a possible example and in connection with the considered portfolio option. Below are other portfolio assessment options.
Each of the 14 components of the portfolio, representing an individual research paper or project, is assessed separately. Let's give an example of the “Science and Technology” component.
Central Efsn Park High School
15 73 Madison Avenue, New York 10029
Tel: 212 860 8935
Deborah Mayer, Deputy Director
Paul Schwartz, Deputy Director
Central Efsn Park High School PORTFOLIO: abstract
Student name_________________________
Consultant's name_______________________
Portfolio due date 3/12/02
Project Title: Comparison of Infrared Rays and Microwaves Comparison of Hair Strengthening and Hair Removal Products Portfolio Component: Science and Technology Abstract: Write 4-5 sentences describing the contents of your portfolio. including its purpose, main ideas and themes.
My science portfolio consists of two different parts: the first part is a study of the effects of hair care products on the scalp and hair; the second part is a comparison of infrared rays and microwaves and their effects on food.
Make sure your portfolio is complete. Include in it: a list of organizations you applied to or visited; lists of specialists you interviewed; written work materials; recommendations; applications; bibliography; audio recordings; video recordings; summary of presentation/portfolio demonstration, etc.
The full text of the portfolio component in question is a fairly voluminous research project in which tasks are set and procedures and methods for solving them are described in detail. The text uses target questions, introduces and explains chemical terms, and describes in detail the procedure for the chemical experiment and laboratory research. The results of the experiment and observations are presented in tables, and conclusions are drawn. Assessment of this component of the portfolio is carried out, as indicated above, in accordance with the criteria developed for written work, and is carried out by members of the project committee. The student receives a mark from 1 to 4 points. The procedure for oral presentation and portfolio defense, as noted in a number of sources, is a key point in the educational process, aimed at demonstrating to students the acquired skills and abilities and adjusting their activities based on the comments received. In the example we are considering, the assessment of the portfolio presentation is carried out by a commission, which includes representatives of the school administration, parents, teachers, students, and psychologists. Portfolio of 14
points is often a voluminous work of 100 pages of printed material, including essays, bibliographies, research abstracts, etc.
According to the instructions, the student is given 5-10 minutes to speak, 20 minutes to defend (answering questions from committee members), and 10-15 minutes to discuss and evaluate the portfolio by committee members. Students and parents may request permission to access the panel's deliberations. If the student does not agree with the results, he has the right to retake the presentation, as if he received an unsatisfactory grade. Below is a sample grading scale for an oral portfolio presentation.
Oral Presentation Evaluation Form
Student__________________________________
Consultant _______________________________
Title of the report ______________________________
Portfolio component ______________________________
Members of the commission ___________________________
Score_______________________________________________
Procedure
1. The student presents a 5-7 minute presentation.
2. Committee members ask questions to the student.
3. The student leaves the classroom.
4. Members of the commission discuss the report presented by the student.
5. Members of the commission discuss the completed results columns.
6. The student is called to review the next presentation. The commission members sum up the results at the end of all presentations.
Comments:__________________________________________
Self-assessment, peer and parent assessment, in addition to teacher assessment, play an important role in the portfolio assessment process. Separate assessment forms have been developed for each category of expert. In addition to formal criteria, in many cases, indicators are used aimed at identifying key social competencies, their formation in the process of making a portfolio in combination with formal signs of attitude towards work. For example, to determine the degree of involvement in group work on the implementation of portfolio strategies, such indicators would be: the number of absences or tardiness for portfolio preparation classes; volume of work performed; clear understanding and acceptance of the goals of the group (class); skills to work with partners; degree of concentration; communication skills.
Portfolio in project form
Another portfolio model that has become widespread in recent years in industrialized countries in Europe and the United States involves students completing a final project.
This kind of portfolio can also be used as a preparedness portfolio.
For example, in Denmark, since 2000, final examinations at the upper secondary school have been replaced by an interdisciplinary project followed by a public defense, which is a mandatory requirement for all students.
Let's consider this model using the example of the experience of the Hodgston High School, New Castle County, Delaware, USA. The school is a member of the Coalition of Basic Schools - an association of innovative educational institutions.
The idea of a graduation project-portfolio is based on the previous experience of school students participating in exhibitions and competitions in various areas corresponding to the profile of study. The school pays significant attention to the strategy of competency-based and interdisciplinary approaches to specialized education. It was these developments that became the basis for the new initiative, preparation for which was carried out throughout the year at seminars for school teachers.
The next logical step was to develop a plan for a graduation project-portfolio, consisting of three parts:
A research project completed within the framework of a specialized seminar-workshop, documented in writing, which involves students acquiring new knowledge from various academic disciplines;
A specific product of activity, which is designed and completed by a student in the workshop, is associated with a profile of study and a research project and requires students to master new skills;
Formal public oral presentation of a portfolio project. Working on a portfolio includes five stages:
1. Selection of portfolio consultant and members of the Project Committee.
2. Selecting a theme for a portfolio project.
3. Study the topic, prepare a research project, finished product and oral presentation.
4. Formal oral presentation of the portfolio to members of the Project Committee.
5. Assessment.
The selection of a consultant is made by students at the end of the 11th or the beginning of the 12th (final) year of study in senior secondary school. The consultant can be a teacher of both academic and specialized disciplines. The consultant and student work together to plan the portfolio and select members of the Project Committee. The Project Committee is an important resource throughout the portfolio and provides evaluation of the research project, completed product, and oral presentation. The committee must include at least three adults: consultants: a representative of the English department, a teacher of specialized training, as well as representatives of business, society, etc. After selecting committee members, the student submits a list to the Commission for the Evaluation of Final Projects, which provides general management and coordination of the school-wide working on a portfolio project.
At the second stage, the topic of the project is selected. At the same time, the authors of educational technology emphasize the importance of focusing the chosen topic on developing the interests and abilities of students and strengthening their motivation. Therefore, much attention is paid to self-analysis of inclinations, interests and personal qualities. In addition, studying the topic should contribute to the formation of new knowledge and skills of students and the attraction of additional information. In the process of selecting and adjusting the topics of portfolio projects for students, consultations and discussions are held with teachers of academic and specialized disciplines. Controversial issues are discussed separately at meetings and seminars of school teachers.
The topic of the portfolio is discussed with members of the Project Committee. If one of the committee members disagrees with the chosen topic, the committee members must, during the discussion, come to a decision and inform the student about it. Committee members certify the rationale for the portfolio topic with their signatures. Data (full name) of the student, topic of the portfolio project, consultant, committee composition are provided to the school-wide commission and officially published.
Here are examples of portfolio project themes. Humanities students chose the following topics: “History of the design of posters aimed at promoting war”, “Use of information systems in sports journalism”, etc. Medical and biological students chose topics such as “The impact of stress on children”, “AIDS and dentistry” ”, etc. An example of a portfolio within the framework of the construction and architectural profile was the topic “The architecture of the Sistine Chapel and its influence on other churches”, etc.
The third stage is associated with the actual implementation of a written research project, production of a product, and training for oral presentation. Teachers of specialized disciplines and English language allocate special time in their classes to practice the necessary skills. For example, in English classes, students are taught step-by-step techniques for conducting independent research and writing a research paper. Projects are subject to requirements typical for real scientific research. Projects should include a research plan, table of contents, introduction, thematically organized content, conclusion, tables, graphs and diagrams, definitions of key terms, bibliography, correctly formatted citations from the sources used, processed interview data, etc. Great importance is given to the formulation of ideas, logical and evidential their disclosure. Students are taught methods and techniques for preparing and using visual aids for oral presentation, etc. The use of additional resources is especially encouraged: the Internet, libraries of nearby universities and colleges.
Teachers of specialized disciplines guide the development of the design and manufacture of the product, recommend relevant literature, offer additional materials, participate in decision-making, and help resolve emerging problems. Examples of resulting products include a “success kit”; a model of a country house, preparing a school lunch, etc. Students who have practical experience in paid or voluntary work often turn to employees or managers of enterprises for advice and technical support. Video recordings of students’ work at an enterprise or in a workshop significantly enrich the content of the portfolio. Throughout the preparatory phase, students meet regularly with the consultant and committee members. Committee members act as mentors and coaches, directing students to specific resources, providing support in difficult situations, and repeatedly proofreading drafts of the project. The schedule for these consultations is approved by the school-wide project committee, and the student must strictly follow it. The fourth stage, which is called the culmination of work on the portfolio project, is its oral presentation. The presentation should take no less than ten and no more than thirty minutes. Researchers emphasize the critical importance of this component of authentic assessment. Students meet their judges and their work face to face. This is their actual work, and not the results of testing abilities in accordance with the parameters set by the test developers and their understanding of the required level of knowledge. In this case, students themselves determine the degree of formation of their own knowledge and skills and make decisions about which of them and how to demonstrate them. The evaluation procedure takes into account the interdisciplinary nature of the completed projects.
Immediately after the presentation, committee members discuss the results and develop overall indicators. The results are announced to the student. If there is serious disagreement or student disagreement with the grades, further discussion will be held. At the same time, the student fills out the Student Questionnaire, the questions of which are aimed at identifying his attitude to working on the portfolio project, the experience gained, etc. Subsequently, the results of the questionnaires are analyzed by a school-wide commission when summing up the results of the year’s work on this authentic assessment technology, developing recommendations for introducing changes, etc.
Portfolio and career passport: through specialized training into the world of employment (experience of the USA and European countries). Electronic portfolio models
In economically developed countries today a new concept of employment has been formed. It provides, in addition to traditional forms of employment, the increasing spread of new forms of work (part-time or part-time employment; work from home; participation of citizens in social - community-oriented, voluntary - types of activities, etc.). The characteristics of the new understanding of employment include the transfer of part of the activity outside the country through the distribution of work across global computer networks, further internationalization and globalization of the labor market and labor force, etc.
This provision has the most important prognostic significance for the domestic social and educational contexts. The identified characteristics of the labor market and employment are largely taken into account by the system of preparing students for work in economically developed countries in order to ensure the priority nature of their development. This is expressed in the concepts of profiling training, the further development of a competency-based approach in education and authentic assessment.
Particular attention is paid to the issues of internationalization of initial and continuing professional education, mutual recognition of certification and qualification documents, primarily within the European Union. These trends undoubtedly influence changes in the content of general secondary education and, in particular, its profile. In 2001, at a meeting of European ministers of education, a unique document “Specific long-term goals of general and vocational education systems for the period until 2010” was adopted. A total of 13 strategic goals have been formulated, including maintaining the continuity of general secondary, primary and continuing vocational education, and further unification of certification and qualification documents. In order to develop the professional and geographical mobility of young people, a number of programs are being implemented within the European Union. For example, this is the Petra program, aimed at improving the vocational education of young people, the Iris program, which unites projects aimed at expanding vocational education opportunities for women. The second phase of the Leonardo da Vinci program provides for the extension until 2006 of funding for educational mobility projects, within the framework of which part of the vocational and technical training of young people is carried out on a bilingual basis in foreign EU member countries.
The European Union's Youth Training Scheme, which has been running since the 1980s, aims to provide vocational training opportunities for young people aged 16-17 with “limited vocational and educational attainment” through tailored work-based learning.
Of great importance within the framework of internationalization and integration of preparation for employment is the adoption by EU member countries of the “European Language Portfolio” within the framework of the European Year of Languages (2001). Portfolios as a tool for motivating young people to learn foreign languages, as well as the introduction of language training at all stages of school, vocational and continuing education, in addition to official measures taken by government structures of the European Union, serve as important means for the development of mobility.
In order to further develop the system of international recognition of professional qualifications of graduates of the initial vocational education system (IPE), unified recommendations have been developed for the development and implementation of an electronic version of the portfolio - the “European portfolio resume”, recognized throughout the EU.
Portfolio resume
