Appendix D: Assessment and Evaluation

Portfolios

Portfolios can be designed for a variety of purposes. They can motivate students, encourage parental participation, and provide direct evidence of student progress. Before using a portfolio approach to evaluation, the teacher should consider the following questions:

What are the applied tasks for which the portfolio will serve as a record?
What should be included in a portfolio?
In what ways should students be involved in the process of answering questions one and two?

The nature of the applied tasks will determine to a considerable extent the answers to questions two and three. A major goals of Applied Skills 11 is to encourage students to critically apply what they learn to school life and life outside school. By focusing on one of the major curriculum organizers for Applied Skills 11-problem solving-it can be assumed that the purpose of the portfolio will be to assess student progress and encourage self-reflection in relation to problem-solving knowledge and skills. How can a portfolio help? One way is to make the design and construction of the portfolio a problem-solving project in itself.

Items to be placed in the portfolio should be selected because they meet criteria derived, in part, from the problem-solving task and the background knowledge and skills the student needs to carry out the activity.
Consideration has to be given to the standards that materials must meet in order to be included in the portfolio.
The portfolio should contain the studentŐs reasons for placing materials in this portfolio.
The student should be involved in learning to apply the criteria and standards to their choice of materials for the portfolio and formulating a rationale for the choice.
The student and the teacher (and perhaps other teachers, peers, and parents) should regularly discuss what the student selects and why.

A planning sheet can be used by both teacher and student for determining and clarifying the purpose, design, and construction of a student portfolio. The applied task of problem solving means that the portfolio must enable teachers and students to have access to a record of what the student did in the activity and why. This should include information on the knowledge and skills used in the activity. If the prescribed learning outcomes for the problem-solving task demand that the student apply design and production skills, then the portfolio must contain a record of the application of design and production skills and why they were used as they were. The standards used to judge the portfolio will depend on the age, maturity, and background of the student. A completed portfolio planning sheet might look like those outlined on the following pages.

Portfolio Planning - Applied Skills 11
Learning Outcomes for this activity are found in the following curriculum organizer(s):
Problem Solving
Communication
Technology
Self and Society
Nature of the applied task(s)
What items should be in the portfolio?
What are the reasons for including those items?
What criteria should be used to assess the portfolio?

those derived from the task(s):

those derived from the background knowledge and skills required:

What is the schedule of conferences about the portfolio?

Portfolio Planning - Applied Skills 11
Learning outcomes for this activity are found in the following curriculum organizer(s):
Problem Solving
Communication
Technology
Self and Society
Nature of the applied task(s)
Design and create a textile product for a specific market. Justify the design, the product, and the choice of market.
What items should be in the portfolio? What are the reasons for including those items?
a list of research/reference materials
show where ideas came from
drawings of sample products/styles and choice
defend choice
the selection of product and market
arguments for/against particular choice
review work and communicate with others
example of prototype
demonstrate production skills
explanation of modification
problem solving with respect to input, suggestions, and critical judgement
evaluation of process and product
What criteria should be used to assess the portfolio?
those derived from the task(s)
those derived from the background knowledge and skills required:
persuasiveness of arguments/defence of choices
how sample meets principles of art and design
appropriateness of textile/fibre choice
steps of market research
reflection/analysis of process and product
What is the schedule of conferences about the portfolio?
design drawings
prototype
final product

Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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