Portfolio Assessment in High School Chemistry:: One Teacher's Guidelines

• Amy J. Phelps ^[1] ; Mark M. LaPorte ^[1] ; Aileen Mahood ^[1]
  1. [1] University of Northern Iowa

     University of Northern Iowa

     City of Cedar Falls, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 74, Nº 5 (May), 1997, págs. 528-531
• Idioma: inglés
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• Resumen

  • It is standard practice in many chemistry classes to accept a correct numerical calculation as evidence of understanding. This happens for a variety of reasons like efficiency of grading and the presumption that evaluation done in this way is truly objective. As teachers of chemistry become more concerned with helping students develop better conceptual understandings and process skills, in addition to the development of algorithmic skills, this type of one dimensional testing is becoming increasingly less appropriate as the sole form of assessment. This paper describes the implementation of portfolio assessment in high school chemistry classrooms by one teacher in an effort to hold students accountable for more than factual recall and to involve students with an opportunity to reflect on their work throughout the year and to tell the story of their experience in high school chemistry through presentation of their best work. The portfolio was not the only assessment used in the classroom, but was a culminating experience for the students and the teacher. Early in the year the teacher established three main categories which were sub-divided into nine distinct portfolio elements. Students had to include five of the nine elements in their final portfolio project. The nine elements by category were: Category I: solve a problem, design an experiment, analyze a result, group effort in problem solving; Category II: Identify a misconception, evolution of a concept, shows growth or improvement; and Category III: defend a position and critique a current event. The portfolio elements were due at specific times throughout the second semester and there was a review process established so the students could refine their assignments. Completing the portfolio allowed students to develop a better understanding of the topics involved in the five portfolio elements through the revision process and it provided the students with the opportunity to think about what they had learned in chemistry making the lessons more concrete in their minds.