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| Portfolio Assessment× | Rubric Development× | |
|---|---|---|
| Dziedzina | Education | Education |
| Rodzina | Process / pipeline | Process / pipeline |
| Rok powstania≠ | 1992 | 2007 |
| Twórca≠ | Performance-assessment tradition (Arter & Spandel; Koretz; Vermont/Kentucky programs) | Performance-assessment tradition (Andrade; Arter & McTighe; Jonsson & Svingby synthesis) |
| Typ≠ | Assessment based on a purposeful collection of student work over time | Systematic design of criterion-based scoring guides for performance |
| Źródło pierwotne≠ | Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36–44. DOI ↗ | Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. DOI ↗ |
| Inne nazwy | Educational Portfolio Assessment, Student Portfolio Evaluation, Showcase / Working Portfolio Assessment, Portfolio-Based Assessment | Scoring Rubric Design, Analytic and Holistic Rubrics, Performance Scoring Guides, Rubric Construction |
| Pokrewne | 4 | 4 |
| Podsumowanie≠ | Portfolio assessment evaluates learning through a purposeful collection of a student's work assembled over time rather than through a single test. The portfolio may showcase best work, document growth, or demonstrate mastery against standards, and typically includes student selection and reflection. Articulated for education by Arter and Spandel and stress-tested in large-scale programs analyzed by Koretz, it captures authentic, complex performance that on-demand testing misses, while raising distinctive challenges for the reliability and comparability of scores. | Rubric development is the systematic design of criterion-referenced scoring guides for judging complex performance such as writing, projects, presentations, and problem solving. A rubric specifies the dimensions on which work is evaluated and describes, in ordered levels, what each degree of quality looks like. Done well — as the syntheses by Andrade and by Jonsson and Svingby show — rubrics make scoring more reliable and transparent, clarify expectations for students, and turn assessment into a tool for learning rather than merely a verdict. |
| ScholarGateZbiór danych ↗ |
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