1. Something I was confused about was was portfolios. I don't really understand the point of them. I get that it is impressive to see at the end of a student's progress, especially over a long period of time, but who really uses them? Are they completely for the students' use?
2. Performance assessment is different in that there is not always a correct answer, as there is in a math problem. Also, there is more of a sensitivity, because whereas in math, you either study and do well or you don't, in performance, there is a lot more vulnerability and touchiness involved. People take it personally (and understandably!) In my field, I will be assessing singers in a choir. I need to be able to critique pitch and rhythmic accuracy (sensitively!) while giving CONSTRUCTIVE criticism on everything else (generally style-related stuff).
I didn't really understand the portfolios either. I think they are also used by the teachers to see the progress at the end of the year. I remember in my senior year of high school, all the seniors that were involved in art were able to put up a display of their work over the years. It made me feel really proud of myself and people can compliment you on them. It helped me learn how to pick my best work for the show. I think maybe the point in producing portfolios is to help you see your progress, be proud of what you achieved, and give you a learning experience for something you might have to do in your future.
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