Pedagogy

Assessments from the perspective adopted in this 'Trainer's Guide' (a constructivist approach) focus on generally defined outcomes that are constructed by teachers and trainees as they advance through the process of learning. This activity engages students in using the portfolio as a tool by which to construct meaning. It engages students in the compilation and selection of items to include in a portfolio. Because the portfolio represents the processes of learning over time, it is a record of learning itself. Meaning is individually constructed by students through review and analysis of its varied contents and purposes for inclusion. "The constructivist approach puts a premium on the selection of items that reflect learning from the student's perspective" (see Paulson and Paulson, 1994, p. 1.)

 

Training Pedagogy

Portfolios represent a new model for assessment in which the trainee is a full stakeholder in the process. They offer the trainer a strategy for helping trainees to determinate their own purposes for various demonstrations of learning and a resource from which to make informed instructional decisions that are consistent with trainee needs. Because they can be used to promote trainee/trainer collaboration in developing criteria and standards for work evaluation, portfolio represent a total learning environment, forging a connection between instruction and assessment.

 

Learning Activity Scenario

 

The election of officers for a professional association will take place in 6 weeks. The candidates for the offices will be asked to submit evidence to support their qualifications for the positions. Your task is to engage trainees as potential candidates and ask them to determine the qualities about themselves that they would like to highlight and collect evidence that they possess those qualities.

 

Evaluation criteria

Evaluation will be based on trainees' interpretations of the value of their portfolio contents in demonstrating their leadership qualities. An election of officers will serve to provide feedback on peer review of the campaign.

 

Operational Steps

STEP 1

Involve the class in discussion of the qualities they would seek in those elected for office. As suggestions are given, write them on the chalkboard.

Require trainees to give a rationale supporting the value of each quality in regards to leadership. For example, "Why is enthusiasm important for the person in an officer position?"

Facilitating discussion so that all trainees feel free to submit ideas with-out judgment or critique from others is a key function for the trainer.

 

STEP 2

Next, have the class brainstorm the characteristics and behaviors that reflect each of the qualities they noted. For example, a person who has enthusiasm may be characterized as being "fervent", "passionate", "spirited". He/she may demonstrate this quality by volunteering time and energy to work on special projects for the association. Note the characteristics and behaviors suggested for each quality listed on the chalkboard.

Ask various open-ended question to encourage the presentation of ideas or ask trainees to role-play how a person could physically display a quality.

 

STEP 3

Ask each trainee to make a list of the four or five qualities he/she would like to highlight in his/her campaign and to prepare his/her own definitions of those qualities.

Encourage trainees to come up with words and definitions that are meaningful to them.

 

STEP 4

Engage trainees in their interpretations of evidence they could compile to reflect the qualities they have decided to publicize.

Use open-ended questions and scaffolding to help trainees identify the kinds of evidence that could use, e.g. feedback about oral presentations, posters designed to promote a class function, etc. As each trainee will have his/her own unique skills and abilities, the evidence reflect that uniqueness.

 

STEP 5

Have trainees, over the next 6 weeks, select products, photos, projects, drawings, and evidence of applied technology such an electrical circuit board to include in their portfolios to reflect the qualities and characteristics they have identified.

Be available to give input and feedback during this period of time and offer encouragement to prompt trainee's enthusiastic engagement in the portfolio experience.

 

Reflective Practices

Have trainees describe ways in which portfolios present a more comprehensive and complex picture of learning.

Ask trainees to debate the value in evaluating all parts of the portfolio rather that each item individually.

In this activity, assessment reflects guided instruction. Engage trainees in brainstorming ways this practice is demonstrated in a business organization.

 

Evaluation

Have trainees share the portfolios they have assembled and ask them to describe the rationale they used to select contents they believe illustrate their qualifications as officers. (The interpretation and reflection phase of this activity is especially important as it engages trainees in the process of making meaning of what they have done and learned.) Then have the class actually vote for officers based on the evidence that has been presented.

 

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