pet6516_using_portfolio

Effective Teaching and Classroom Management in Physical Education

USING PORTFOLIOS TO ASSESS PHYSICAL ACTIVITIES AND FITNESS

PORTFOLIOS

Portfolios

A portfolio is a celebration of student achievement.

A portfolio is a collection of student work that documents the student’s effort, progress, or achievement toward a goal or goals (Tannehill, van der Mars, and MacPhail 2015).

A portfolio is a dynamic, living documents that allows students to learn as they complete tasks.

Completed by several students who demonstrate cooperation and teamwork.

MULTIYEAR PORTFOLIO

Used for a specific theme such as dance, weight training, fitness.

Students select documents that represent their best work.

Used for gathering artifacts.

GROUP PORTFOLIOS

Showcases growth over multiple years.

THEMATIC PORTFOLIO

EVALUATION PORTFOLIO

WORKING PORTFOLIO

Types of portfolios

Promotes student choice, self-evaluation, and reflection of the learning process.

Showcases student achievement and the promotion of the physical education program.

Provides increased motivation to students and teachers.

Promotes responsibility and active learning.

Documents student progress, improvement, and achievement of goals.

Provides feedback and continuous evaluation.

Uses flexible and multidimensional forms of assessments

ADVANTAGES OF USING PORTFOLIOS

Problems can arise when using video to record student performance.

RECORDINGS

Student honesty may be compromised, as web resources make cheating more accessible.

INTEGRITY

Traditional paper portfolios require physical space, while electronic portfolios demand cloud storage or devices with substantial memory.

STORAGE

Require student time to assemble and teacher time to assess.

TIMING

DISADVANTAGES OF USING PORTFOLIOS

Guide students as they generate portfolio ideas.

GUIDE

Provide opportunities for students to showcase their portfolios.

CREATE

Provide a variety of performance-based learning and assessment opportunities for students.

Build flexibility into the class schedule.

Develop and communicate portfolio guidelines to students See figure 11.1 in the text for an example.

Identify the learner outcomes that are to be demonstrated through the portfolio assessment.

PORTFOLIO GUIDELINES IN PERFORMANCE-BASED ASSESSMENTS

PROVIDE

DEVELOP

BUILD

IDENTIFY

IDENTIFY LEARNING OUTCOMES

GUIDELINE 1

Sharing final teacher expectations with students at the start gives them a better idea of what they must do to reach the expectations and demonstrate competence.

Identify what students must know and be able to do at the end of a unit, semester, or year.

• Should be based on standards.

• Broad goals can serve as an organizational format for the portfolio.

Process is designed for the setting in which it will be implemented.

DEVELOP & COMMUNICATE PORTFOLIO GUIDELINES

GUIDELINE 2

Students are provided with written instructions about teacher expectations.

Provide guidance for creating portfolios.

• Teach students how to write appropriate reflections.
• Include a plan for ensuring that students complete outside assignments.
• Provide class time for completing group assignments.

Naming system for electronic portfolio documents

Dividers or folders to separate sections

Table of contents

Number of artifacts required for each standard

ORGANIZATION OF THE PORTFOLIO

• Hard copies: Three-ring binder, hanging files, large envelopes
• Electronic files: Are they stored in a secure location where they can be accessed outside of class?

• Students
• Teachers

Who stores them?

Types of storage

• Do they provide a place for portfolios such as a milk crate for hanging files or folders?

If using hard copies, where and how are these stored?

WORKING PORTFOLIOS

Students collect work needed for the evaluation portfolio.

Security to prevent accidental or malicious erasure of files.

Teachers must ensure that students have access to files.

A system to name files is needed.

Rules are needed for group portfolios about who can make changes.

Electronic file storage

FEEDBACK

PROGRESS

REGISTRY

Teachers can access artifacts and provide formative feedback.

Logs are a way for teachers to see student progress on artifact collection.

Date or number artifact and record on artifact registry or log.

LOGGING NEW MATERIALS

Students identify possible artifacts and create a timeline for submission.

Allow for student choice to give students ownership of the process and project.

Sample assessment tasks

Timelines help ensure continuous progress.

• Growth
• Progress
• Achievement

Reflection shows a connection to the learning outcome it targets or represents.

Students explain why the artifact was included and how it demonstrates:

WRITING REFLECTIONS

Teacher approves the timeline.

Students identify possible artifacts and create a timeline for submission.

Allow teachers to provide feedback.

timelines & progress checkpoint dates

Timelines help ensure continuous progress.

When developing the rubric, remember that portfolios are used to document progress and learning over time.

Organization of the portfolio is important but should not dominate the rubric.

Identify the criteria that students must meet.

PROVIDE A RUBRIC

• Represent different levels of performance on the rubric.

• When using student work as examples, deidentify artifacts and reflections.
• Ask permission before using.
• Emphasize to students that it is not OK to copy.

Models give students a better understanding of the finished product.

Provide Models of Previous Student Work

Anchor portfolios

Teachers can make hard copy or electronic portfolio samples available.

QUOTES THAT ARE MEANINGFUL TO STUDENTS

PHOTOS OR MEMORABILIA

STICKERS

STUDENTS' OWN ARTWORK

Examples include:

Personalizing portfolios allows students to demonstrate independence and self-expression, boosting their enthusiasm for the project.

ENCOURAGE PERSONALIZATION OF THE PORFOLIO

Make class time available.

Teachers must provide adequate time, space, equipment, materials, and learning opportunities if students are to create quality portfolios.

BUILDING FLEXIBLE CLASSROOMS FOR STUDENT WORK

GUIDELINE 3

Provide an area of the gym to work on portfolios or artifacts needed to demonstrate competence.

Use bad weather days to work on portfolios.

• Part of a 90-minute block class
• Divide a class and let some engage in game play and others work on portfolios; switch roles after a given amount of time.

Teachers must provide a variety of assessment tasks.

PROVIDE A VARIETY OF OPPORTUNITIES

GUIDELINE 4

Teachers may designate certain artifacts but also should allow student choice on some.

• For various standards
• For all learning domains
• In the types of assessments used

Evaluation portfolios are not scrapbooks or random collections of documents.

GUIDE STUDENTS AS THEY GENERATE PORTFOLIO IDEAS

GUIDELINE 5

Prompts can suggest possible artifacts.

Teacher feedback is important to align artifacts with learning outcomes.

• Allow students freedom to submit other viable options.

Allow time for students to present their portfolios at the end of a grading period.

PROVIDE OPPORTUNITIES FOR STUDENTS TO SHARE THEIR PORTFOLIOS

GUIDELINE 6

When students know their work will be displayed or presented they are motivated to provide their best work.

RUBRIC

Create and use a scoring rubric to evaluate portfolios.

TIMING

Rubrics should be given to students when they are given the assignment.

LEVELS

Rubrics should include three or four levels of performance.

CRITERIA

Include specific description of criteria for each level of performance.

EVALUATING PORTFOLIOS

Fitness portfolios can span a semester or year.

• Fitness education
• Fitness development
• Regular participation in physical activity

Fitness is a popular topic for a theme portfolio. Improvement of fitness components requires time, and portfolios are excellent ways to document this growth.

Fitness

PORTFOLIO THEME:

Assesses health-related fitness components—such as aerobic capacity, body composition, strength, and flexibility—to identify healthy zones for each.

ACTIVITYGRAM

FITNESSGRAM

PHYSICAL BEST

Student can assess levels of participation in physical activity.

Contains comprehensive information about incorporating individual goal-setting strategies into a fitness curriculum.

RESOURCES FOR FITNESS PROGRAMS PT 1

Middle and high school textbooks for introducing fitness to students

TECHNOLOGY TO MEASURE FITNESS COMPONENTS

FITNESS FOR LIFE

BROCKPORT PHYSICAL FITNESS TEST

Heart rate monitors Pedometers Smartphone apps Wrist tracking devices

Appropriate fitness assessment for students with a disability.

RESOURCES FOR FITNESS PROGRAMS PT 2

The goal should be linked to a time frame for achieving it.

TIME-BOUND

Specify outcomes, not activities you will do.

RESULTS-FOCUSED

Students should have the skills to develop the desired level of competence.

ATTAINABLE

Specify what you will use as tangible evidence that the goal is met.

MEASURABLE

States specifically what you will do.

SPECIFIC

GOAL SETTING USING SMART GOALS

The portfolio assessment process holds much promise for those teachers who are willing to challenge themselves and their students.

CONCLUSION

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