pet6516_using_portfolio

PORTFOLIOS

USING PORTFOLIOS TO ASSESS PHYSICAL ACTIVITIES AND FITNESS

Effective Teaching and Classroom Management in Physical Education

Portfolios

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.

A portfolio is a celebration of student achievement.

Types of portfolios

EVALUATION PORTFOLIO

THEMATIC PORTFOLIO

WORKING PORTFOLIO

Used for gathering artifacts.

Students select documents that represent their best work.

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

GROUP PORTFOLIOS

MULTIYEAR PORTFOLIO

Completed by several students who demonstrate cooperation and teamwork.

Showcases growth over multiple years.

ADVANTAGES OF USING PORTFOLIOS

Documents student progress, improvement, and achievement of goals.

Uses flexible and multidimensional forms of assessments

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

Promotes responsibility and active learning.

Provides increased motivation to students and teachers.

Provides feedback and continuous evaluation.

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

DISADVANTAGES OF USING PORTFOLIOS

TIMING

STORAGE

Require student time to assemble and teacher time to assess.

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

INTEGRITY

RECORDINGS

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

Problems can arise when using video to record student performance.

PORTFOLIO GUIDELINES IN PERFORMANCE-BASED ASSESSMENTS

IDENTIFY

BUILD

DEVELOP

PROVIDE

GUIDE

CREATE

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

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

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

Build flexibility into the class schedule.

Provide opportunities for students to showcase their portfolios.

Guide students as they generate portfolio ideas.

IDENTIFY LEARNING OUTCOMES

GUIDELINE 1

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.

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.

DEVELOP & COMMUNICATE PORTFOLIO GUIDELINES

GUIDELINE 2

Provide guidance for creating portfolios.

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

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

Students are provided with written instructions about teacher expectations.

ORGANIZATION OF THE PORTFOLIO

Number of artifacts required for each standard

Dividers or folders to separate sections

Table of contents

Naming system for electronic portfolio documents

WORKING PORTFOLIOS

Students collect work needed for the evaluation portfolio.

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

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

Who stores them?

• Students
• Teachers

Types of storage

• 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?

Electronic file storage

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

Teachers must ensure that students have access to files.

A system to name files is needed.

Security to prevent accidental or malicious erasure of files.

LOGGING NEW MATERIALS

REGISTRY

PROGRESS

FEEDBACK

Teachers can access artifacts and provide formative feedback.

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

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

Sample assessment tasks

Timelines help ensure continuous progress.

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

Students identify possible artifacts and create a timeline for submission.

WRITING REFLECTIONS

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

• Growth
• Progress
• Achievement

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

timelines & progress checkpoint dates

Timelines help ensure continuous progress.

Allow teachers to provide feedback.

Students identify possible artifacts and create a timeline for submission.

Teacher approves the timeline.

PROVIDE A RUBRIC

Identify the criteria that students must meet.

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.

Provide Models of Previous Student Work

Models give students a better understanding of the finished product.

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

Teachers can make hard copy or electronic portfolio samples available.

Anchor portfolios

• Represent different levels of performance on the rubric.

ENCOURAGE PERSONALIZATION OF THE PORFOLIO

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

Examples include:

STUDENTS' OWN ARTWORK

STICKERS

PHOTOS OR MEMORABILIA

QUOTES THAT ARE MEANINGFUL TO STUDENTS

BUILDING FLEXIBLE CLASSROOMS FOR STUDENT WORK

GUIDELINE 3

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

Use bad weather days to work on portfolios.

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

Make class time available.

• 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.

PROVIDE A VARIETY OF OPPORTUNITIES

GUIDELINE 4

Teachers must provide a variety of assessment tasks.

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

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

GUIDE STUDENTS AS THEY GENERATE PORTFOLIO IDEAS

GUIDELINE 5

Evaluation portfolios are not scrapbooks or random collections of documents.

Teacher feedback is important to align artifacts with learning outcomes.

Prompts can suggest possible artifacts.

• Allow students freedom to submit other viable options.

PROVIDE OPPORTUNITIES FOR STUDENTS TO SHARE THEIR PORTFOLIOS

GUIDELINE 6

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

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

EVALUATING PORTFOLIOS

LEVELS

RUBRIC

Rubrics should include three or four levels of performance.

Create and use a scoring rubric to evaluate portfolios.

CRITERIA

TIMING

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

Include specific description of criteria for each level of performance.

PORTFOLIO THEME:

Fitness

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 education
• Fitness development
• Regular participation in physical activity

Fitness portfolios can span a semester or year.

RESOURCES FOR FITNESS PROGRAMS PT 1

PHYSICAL BEST

FITNESSGRAM

ACTIVITYGRAM

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

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

Student can assess levels of participation in physical activity.

RESOURCES FOR FITNESS PROGRAMS PT 2

BROCKPORT PHYSICAL FITNESS TEST

TECHNOLOGY TO MEASURE FITNESS COMPONENTS

FITNESS FOR LIFE

Middle and high school textbooks for introducing fitness to students

Appropriate fitness assessment for students with a disability.

Heart rate monitors Pedometers Smartphone apps Wrist tracking devices

GOAL SETTING USING SMART GOALS

SPECIFIC

MEASURABLE

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

States specifically what you will do.

ATTAINABLE

RESULTS-FOCUSED

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

Specify outcomes, not activities you will do.

TIME-BOUND

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

CONCLUSION

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

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