Portfolio - as a form of evaluation activity

Portfolio the student is the form and process of organizing (collection, selection and analysis) samples and products of: all control, testing and diagnostic work (start, final, diagnostic, thematic testing work) and their evaluation sheets; products of the student’s educational activities (reports, presentations, etc.); as well as relevant information materials from external sources (classmates, teachers, parents, etc.), intended for their subsequent analysis, comprehensive quantitative and qualitative assessment of the level of student learning and further correction of the learning process.

The assessment of the contents of the "portfolio" is carried out by classmates and teachers in the form of a meaningful qualitative assessment using the information environment of the educational institution.
"Portfolio of Achievement" - a modern effective form of assessment, an effective means for solving a number of important pedagogical problems, allowing:

The components of the pupil's "portfolio of achievement" must be correlated with the basic model of the pupil at the upper secondary school.

Principles for portfolio formation:

The "portfolio of achievements" may include results achieved by the student not only during educational activities, but also in other forms of activity: creative, social, communicative, physical education and health, work activities occurring both within the framework of everyday school practice and beyond its boundaries.
Structure and content of the portfolio of achievements. The portfolio of achievements of primary school students, which is used to assess the achievement of planned results of primary general education, includes samples of children's works - formal and creative, systematized observation materials, materials characterizing the achievements of students in extracurricular and leisure activities.
Sampling of children's work can be represented by formal and creative works performed during compulsory training sessions in all subjects studied, as well as during classes within the framework of the system of extracurricular activities implemented within the framework of the educational program of the gymnasium. Materials are a mandatory component starting diagnostics, intermediate and final standardized works in individual subjects - The remaining works are selected so that their totality demonstrates the increasing success, volume and depth of knowledge, the achievement of higher levels of educational actions being formed Examples of this kind of work may be

• in Russian language and literary reading, foreign language - dictations and expositions, essays on a given topic, works on a free topic, audio recordings of monological and dialogic statements, "reader's diaries", illustrated "author's" works of children, materials of their introspection and reflection, etc.;
• in mathematics - mathematical dictations, formalized results of mini-research, recordings of solutions to educational, educational and educational-practical problems, mathematical models, audio recordings of oral answers (demonstrating skills in oral counting, reasoning, evidence, speeches, messages on mathematical topics), materials of introspection and reflection, etc.;
• around the world - observation diaries, framed results of mini-studies and mini-projects, interviews, audio recordings of oral responses, creative works, self-analysis and reflection materials, etc.;
• by subjects of the aesthetic cycle - audio recordings, photo and video images of examples of performing activities, illustrations for musical works, illustrations on a given topic, products of one's own creativity, audio recordings of monological statements and descriptions, materials of introspection and reflection, etc;
• by technology - photo and video images of performing products, audio recordings of monologue statements-descriptions, products of one's own creativity, materials of introspection and reflection, etc;
• in physical education - video images of examples of performing activities, diaries of observations and self-control, independently compiled schedules and daily routine, sets of physical exercises, materials of self-analysis and reflection, etc.

Systematized observation materials (score sheets, materials and observation sheets, etc.) the process of mastering universal educational actions, which is carried out by primary school teachers (acting both as subject teachers and as class teachers), other subject teachers, a gymnasium psychologist, an organizer of educational work and other direct participants in the educational process.

Materials characterizing the achievements of students in extracurricular (school and extracurricular) and leisure activities.

The portfolio structure is based on the core competencies that should be developed in primary school:

• the readiness and ability of students for self-development, the formation of motivation for learning and knowledge, the value and meaning attitudes of students, reflection of their individual and personal position, social competencies;
• mastering universal learning actions by students that ensure mastery of the key competencies that form the basis of learning;
• individual progress in the main areas of personal development - emotional, cognitive, self-regulation.

Sample portfolio sections:

Section 1: "Let's Meet": Photo. Last name, child's first name. Date of birth. My parents: F.I.O. moms, F.I.O. dads (grandparents). Filed under: "I love...", "I like...", "I love it...", "I love it when... "My friends"
Section 2: "Here I am!" Anthropometric data (in artistic and graphic style).
Section 3: "How others see me" An essay by parents about their child.
Section 4: "I Dream ..." A statement from the child himself: "I dream of ...", "I would like ...", "I wait for ...", etc.
Section 5: My Learning Achievements, Jobs I Can Be Proud of.
Section 6: "This is what else I can do!" Samples of a child’s creativity (drawings, stories, books - homemade products, photos of crafts, etc.) Certificates, diplomas of participation in competitions, olympiads, sports competitions.
Section 7 - "Advise Me ..." The list of recommendations is filled out by teachers, parents, and other specialists working with the child.
By student portfolio form - Diary, which the student completes during the school year.
The analysis, interpretation and assessment of individual components and the "portfolio of achievements" as a whole is carried out from the standpoint of achieving the planned results, taking into account the main results of primary general education established by the requirements of the Federal State Educational Standard of the NOU.
The content of the "portfolio of achievements" is accompanied by special documents that describe the composition of the portfolio of achievements; the criteria on the basis of which individual works are assessed, and the contribution of each work to the accumulated assessment of the graduate. Criteria for assessing individual components of the portfolio of achievements can be adapted by the teacher, taking into account the characteristics of the classroom team and the individual characteristics of the children.
When adapting the criteria, it is advisable to correlate them with the criteria and norms presented in the examples of the toolkit for the final assessment of the achievement of planned results, projecting them to this stage of training.
The components of the "portfolio of achievement" can be assessed qualitatively and quantitatively (in points).
In the evaluation it is advisable to base on the level approach described above to the construction of meters and the presentation of results According to this approach, the evaluation of individual educational achievements is carried out by the "addition method", in which the achievement of the reference level and its excess is recorded, which allows encouraging the advancement of the trainees, building individual trajectories of movement taking into account the "zone of immediate development".

Current evaluation activities and the evaluation of individual components of the Portfolio of Achievement use assessments of the type:

This does not exclude the possibility of using the traditional 5-point marking system, but requires clarification and rethinking of their content. In particular, achieving a reference level in this rating system is interpreted as the unconditional educational success of the child, as fulfilling the requirements of the standard and correlating with a "satisfactory" rating ("pass").

Based on the results of the accumulated assessment, which is formed on the basis of materials from the "portfolio of achievements", conclusions are drawn about:

The technology for forming a portfolio of achievements and assessing the contribution of its individual components to the final cumulative assessment in accordance with the above three directions will be developed during the introduction of the planned results of primary education and a system for assessing their achievement.

The role of participants in the educational process in organizing work with the portfolio.
Work with the student portfolio is carried out with the participation of parents, class teacher, additional education teachers, and deputy director for educational management.
When forming a portfolio of students, functional responsibilities between participants in the educational process are distributed as follows:

Gymnasium administration:

• develops and approves the regulatory framework that ensures the maintenance of the portfolio;
• distributes the responsibilities of participants in the educational process in this area of activity;
• provides general management of the activities of the teaching staff to implement portfolio technology in the practice of work of educational institutions.

Students:

• they collect material for the portfolio, discussing it with teachers and parents.

Classroom teacher:

• is a consultant and assistant who maintains interaction with the student based on the principles of cooperation, step-by-step training in the basics of maintaining a portfolio;
• coordinates activities in this direction: organizes exhibitions, presentations, informs students about competitions and olympiads at various levels;
• promotes the involvement of trainees in various activities;
• conducts information work with parents of students to form a portfolio;
• confirms the validity of the educational achievements of the trainees;
• carries out an intermediary function between students, additional education teachers, and representatives of society in order to replenish the portfolio.

Parents:

• help in filling out the portfolio, in structuring materials;
• take part in the preparation and conduct of the portfolio presentation;
• participate in portfolio analysis and evaluation.

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