Questions to Consider

1. In what areas of our current approach to assessment and evaluation of student progress are we lacking essential information or instruments? How might a portfolio assessment process complement or address our current approach?

2. What are the major behaviors, outcomes, or behavioral indicators that form the basis for the core curriculum during a specific period of time (e.g., a unit, quarter, semester, course, etc.)? Which of thee outcomes can be assess most effectively using a portfolio approach?

3. As students learn the essential knowledge and skills we have identified, what observable behaviors will give us evidence of their learning and their progress in achieving identified standards?

4. What are the primary activities that can be designed to provide evidence of students' acquisition of essential skills and knowledge? Which of these activities might be especially appropriate for purposes of assessment and evaluation?

5. How can we grade or score both individual portfolio elements and the portfolio as a while? For example, do we have available to us rubrics, rules, scoring keys, and/or checklists that may guide and inform this process?

6. How can we ensure that students understand the purpose and process involved in developing and maintaining a portfolio?

7. How can we involve parents/families in the portfolio assessment process, including providing up-front training as we begin to use this process?

8. How can we integrate oral communication skills (e.g., presentations, oral defenses, dialogues, and audio-visual demonstrations) into our portfolio assessment process?

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