Portfolio
Portfolios are a valuable tool for informal assessment in education. They involve
the collection and organization of a student’s work and achievements over a
specific period. Portfolios provide a comprehensive view of a student’s progress,
growth, and learning journey. As students craft and refine their portfolios over
time, they cultivate vital skills like self-awareness, goal setting, and decision-
making, equipping them with the tools to make informed choices
Examples Of Student Portfolios For Informal Assessments
A collection of essays, stories, poems, or other written assignments that
demonstrate a student’s writing skills and development over time.
These include drawings, paintings, sculptures, and other artistic creations,
showcasing a student’s artistic growth and creativity.
Advantages Of Using Portfolios For Informal Assessment
Holistic Assessment: Portfolios offer a holistic view of a student’s abilities,
growth, and progress over time, providing a richer assessment compared to
single-point assessments.
Self-Reflection: They encourage self-reflection and metacognition as
students review and analyze their work, setting goals for improvement.
Effective Feedback: Portfolios enable teachers to provide targeted and
constructive feedback based on a comprehensive view of a student’s work.
Showcasing Skills: Portfolios can be valuable tools for showcasing
accomplishments to potential employers or colleges.
Disadvantages Of Using Portfolios For Informal Assessment
Time-Consuming: Creating and maintaining portfolios can be time-
intensive for both students and teachers. The process of collecting,
selecting, and organizing artifacts can be demanding, potentially taking
away from instructional time.
Subjectivity in Evaluation: Portfolio assessment can be subjective, as it
relies on the judgment of teachers or assessors. Differences in
interpretation and evaluation criteria can lead to inconsistent grading.
Resource Constraints: Students with limited access to technology or art
supplies may face challenges in creating certain types of portfolios,
potentially resulting in disparities in assessment .
Observation
Observation stands as one of the most prevalent approaches to informal
assessment
Observation stands as one of the most prevalent approaches to informal
assessment. It involves educators or assessors closely watching and documenting
students’ behavior, interactions, and performance in various learning situations.
Central to the observation process is the maintenance of records tracking changes
over time. This practice empowers instructors to compare a student’s
performance across the learning journey, gauging the extent of their progress.
Advantages Of Observation For Informal Assessments
Customization: Educators can tailor observations to specific learning
objectives, focusing on the skills or behaviors they want to assess.
Assessment of Non-Cognitive Skills: Besides academic skills, observation
can assess non-cognitive skills like communication, problem-solving,
collaboration, and adaptability.
Authentic Assessment: It aligns with real-world situations, making it a
genuine and authentic way to gauge students’ abilities and readiness for
practical scenarios.
Disadvantages Of Observation For Informal Assessments
Subjectivity: Observation is inherently subjective, as it relies on the
observer’s judgment. Different assessors may interpret the same behavior
differently.
Bias: Observers may unintentionally introduce bias based on their own
beliefs, expectations, or preferences.
Lack of Privacy: Students may feel uncomfortable being constantly
observed, which can impact their willingness to participate openly in class.
ANECDOTAL RECORDS
Using anecdotal records is one way to document observations of children in your
classroom. Anecdotal records must be factual and can be the foundation for
instructional planning.
Observing and making anecdotal notes will enable you to think more deeply about
the development and learning of the children. Additionally, reflecting on these
notes will allow you to measure children’s progress, identify their strengths and
needs, and adjust your activities or lesson plans based on your observations.
How to write an anecdotal observation
Writing anecdotal notes is one type of childhood observation method that
educators can use. Educators typically watch as a child engages in a specific
activity or event and write down the situation as things happen or as soon as
possible. It’s important to include direct quotes from the child and descriptions of
facial expressions and gestures. Here are some more tips on how to write an
anecdotal observation:
Always include the date and time, setting, names, curriculum area or domain, and
an objective description.
Note down the words used in the conversation by the parties involved. Describe
what you see and hear; don’t summarize behavior or what you’re observing.
Write the record as soon as possible after the event, or keep a notebook or sticky
notes handy to jot down brief notes to remind you of incidents you wish to
include in the record. The longer you wait before writing your anecdotal record,
the more subjective and vague the observation will become.
Use technology such as early education management software, to log
observations as they happen.
Use specific language to describe what the child said and did, including facial
expression and tone of voice.
Avoid interpretations of the child's behavior for example, words that describe
how a child is feeling.
Importance of anecdotal observation
Here are some reasons why anecdotal observations are important:
Educators can use anecdotal notes to learn more about the child's personality and
interests, monitor progress, and gather data to drive the learning experience.
Educators can use anecdotal records to assess physical, social, cognitive, and
emotional development.
Anecdotal observation can provide ongoing records about individual
instructional needs.
This form of childhood observation can help educators notice significant
behaviors that might otherwise be lost.
Anecdotal observation can help teachers provide ongoing documentation of
learning that can be shared with families and other teachers in the form of
a progress report or child portfolio.
