Portfolio Assessment

This article details how two middle school teachers began using portfolios as a way to enhance communication between parents, students, and teachers. The two teachers were looking for a way to emphasize student learning and growth, rather than letter grades. To do so, they designed two lessons on triangles using the "backward" design approach, and approach in which the teacher begins the lesson planning process by determining what they would like their students to gain from the lesson and which standards they will be meeting. The teacher then goes on to determine how they will assess the student and finally creates a procedure in which to teach students the material. After the two lessons on triangles were completed, students created portfolios, showcasing their work. The portfolios included a letter to their parents explaining their learning, examples of their work and assessments with commentary from students, a letter from the teacher, and a student/parent reflection sheet. Overall, both teachers felt that the portfolios and "backward" design was very beneficial. The portfolios increased parent understanding of what their children were learning as well as increased communication between parents and students. Another benefit is that students feel pride and ownership of their work when using portfolios. Also, the authors emphasized the fact that portfolios demonstrate whether or not students have met state and national standards more completely than some other methods assessment.

Britton, K. L. and Johannes, J. L. (2003). Portfolios and a Backward Approach to Assessment. Mathematics Teaching in the Middle School 9(2), 70-76.