The Design and Assessment of Chemistry Portfolios
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[1] Blairsville High School
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 73, Nº 6 (June), 1996, págs. 528-531
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
With the widespread shift to performance-based education, both teaching and assessment of students will be changing. In some areas, portfolios are being used as part of an assessment program. This has caused concern among educators, many of whom do not realize the difference between portfolios and work folders. By examining the literature, it becomes clear that portfolios should demonstrate goal setting, growth and achievement, and reflection/self-assessment by the student. These dimensions could be demonstrated by the student through the use of properly designed forms containing key questions, in addition to showing some actual examples of student work. The portfolio can be assessed by conferencing with the student; the student must use his portfolio to show how he has addressed the portfolio dimensions. The student responses could be assessed by using rubrics. This model is presented to help chemistry teachers who have no prior experience with portfolios and who do not understand how portfolios could be utilized in the sciences.
