Abstract
The debate over how to construct appropriate and meaningful assessments for students of all ages continues to polarize scholars and educators. Various forms of student assessments have been employed in modern classrooms in accordance with varying theoretical perspectives on what “meaningful learning” consists of. Authentic assessments have often been considered productive tools for increasing student engagement, learning, and confidence. One particular form of authentic assessment, student portfolios, can be seen as useful authentic assessments tools when used in certain capacities. This article outlines research on the use of authentic assessments by instructors in the classroom and specifically discusses the use of student portfolios to enhance student learning, creativity, and confidence. The merits of student portfolios as a learning tool are discussed and demonstrated through a specific example of classroom practice.
Highlights
The debate over how to construct meaningful and appropriate academic student assessments continues to be an important one
Recognized assessment expert Grant Wiggins extols the value in utilizing authentic assessments instead of standardized tests
It is evident that authentic assessments and student portfolios can be effective tools to encourage student self-evaluation, reflection, and critical thinking
Summary
The debate over how to construct meaningful and appropriate academic student assessments continues to be an important one. Educators have questioned the proliferation of standardized testing with an eye toward creating assessments that focus more steadfastly on measuring the quality of teaching and learning. Progressive scholars such as Alfie Kohn (1996) assert that American students are victims of standardized tests which are ubiquitous, often measure superficial thinking, and are overly used as the basis for important decisions such as graduation or promotion Students may or may not rush through standardized multiple choice tests without thinking critically about the disembodied content they are being tested on or orally explaining their work in any capacity This disheartening reality has prompted instructor coalitions aimed at reforming assessment procedures in America’s school. Assessments should be credible, user-friendly, and feasible; they should be central to instruction, focus on the purpose of assessment, enlighten students about real-world tasks, and be of high intellectual quality (Gulikers, Bastiaens, & Kirschner, 2004; Wiggins, 1996/1997)
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