Portfolio as a form of evaluation activity

PortfolioThe student is the form and process of organization (collection, selection and analysis) of samples and products: all control and verification and diagnostic work (starting, final, diagnostic, thematic verification work) and their evaluation sheets; products of educational and cognitive activity of the student (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 students' learning and further correction of the learning process.

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.
Achievement Portfolio is a modern effective form of assessment, an effective tool for solving a number of important pedagogical tasks, allowing:

The components of the student’s “portfolio of achievements” should be correlated with the basic model of the student of the gymnasium.

Principles of portfolio formation:

The “portfolio of achievements” can include the results achieved by the student not only in the course of educational activities, but also in other forms of activity: creative, social, communicative, physical culture and health, labor activity occurring both within the framework of everyday school practice and beyond.
Structure and content of the portfolio of achievements.The portfolio of achievements of pupils of primary schools of the gymnasium, which is used to assess the achievement of the planned results of primary general education, includes samples of children's work - formal and creative, systematic observation materials, materials characterizing the achievements of students in extracurricular and leisure activities.
Sample of child labourcan 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 extracurricular activities implemented within the framework of the educational program of the gymnasium. The mandatory component is the materialsInitial diagnostics, intermediate и final standardized workindividual 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 activities. Examples of this type of work can be:

• Russian language and literary reading, foreign language– Dictations and presentations, essays on a given topic, compositions on an arbitrary topic, audio recordings of monologic and dialogic statements, “reader’s diaries”, illustrated “author’s” works of children, materials of their introspection and reflection, etc.;
• mathematics- Mathematical dictations, decorated results of mini-research, records of the solution of educational and cognitive and educational-practical problems, mathematical models, audio recordings of oral answers (demonstrating skills of oral counting, reasoning, evidence, speeches, messages on mathematical topics), materials of self-analysis and reflection, etc.;
• worldlyObservation diaries, the results of mini-research and mini-projects, interviews, audio recordings of oral answers, creative works, materials of introspection and reflection, etc.;
• aesthetic-cycleaudio recordings, photo and video images of examples of performing activity, illustrations for musical works, illustrations on a given topic, products of their own creativity, audio recordings of monologic statements-descriptions, materials of introspection and reflection, etc.;
• technologically- photo and video images of products of performing activity, audio recordings of monologic statements-descriptions, products of their own creativity, materials of introspection and reflection, etc.;
• gymnastics- video images of examples of performing activity, diaries of observations and self-control, independently compiled schedules and daily regimen, complexes of physical exercises, materials of introspection and reflection, etc.

Systematized observations(Evaluation sheets, materials and observation sheets, etc.)the process of mastering universal educational actions, which are conducted by primary school teachers (acting both as a subject teacher and as a class leader), 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 structure of the portfolio is based on the core competencies that must be formed in primary school:

• readiness and ability of students for self-development, formation of motivation for learning and cognition, value-semantic attitudes of students, reflection of their individual-personal position, social competences;
• mastering of universal learning activities by students, ensuring the mastery of key competencies that form the basis of the ability to learn;
• individual progress in the main areas of personal development - emotional, cognitive, self-regulation.

Example sections of the portfolio:

Section 1: "Let's get acquainted":Photo. Surname, baby's name. Date of birth. My parents: F.I.O. mom, F.I.O. dad (grandparents). Categories: "I love..." "I like..." "I love when..." "My friends."
Section 2: "That's what I am!"Anthropometric data (in art and graphic style).
Section 3: "How people see me."A parent's essay about his child.
Section 4: “I dream...” Saying the child himself: “I dream of...”, “I wish...”, “I wait for...”, etc.
Section 5: My Academic Achievements, Works I Can Be Proud of
Section 6: "This is what I can do!"Samples of the child’s creativity (drawings, stories, books – homemade, photo crafts, etc.) Diplomas, diplomas on participation in competitions, Olympiads, sports competitions.
Section 7. "Advise me ..."The list of recommendations is filled with teachers, parents, other specialists working with the child.
According to the form of the student’s portfolio – “Diary”, which the student fills out during the academic year.
The analysis, interpretation and evaluation of individual components and the “portfolio of achievements” as a whole is carried out from the perspective of achieving planned results, taking into account the main results of primary general education established by the GEF requirements of the LEO.
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 evaluated, and the contribution of each work to the accumulated assessment of the graduate. The 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 children.
When adapting the criteria, it is advisable to correlate them with the criteria and norms presented in the examples of tools for the final assessment of the achievement of planned results, projecting them to this stage of training.
The components of the portfolio of achievements can be evaluated qualitatively and quantitatively (in points).
The assessment should be based on the above level approach to the construction of meters and the presentation of results. According to this approach, the assessment of individual educational achievements is carried out by the “composition method”, in which the achievement of the reference level and its exceeding are recorded, which allows encouraging the progress of students, building individual trajectories of movement taking into account the “zone of proximal development”.

Current evaluation activities and the evaluation of individual components of the portfolio of achievements use assessments of the following types:

This does not exclude the possibility of using the traditional system of marks on a 5-point scale, but requires clarification and rethinking of their filling. In particular, the achievement of a reference level in this evaluation system is interpreted as an unconditional educational success of the child, as his fulfillment of the requirements of the standard and is correlated with the assessment of "satisfactory" ("credit").

Based on the results of the accumulated evaluation, which is formed on the basis of the materials of the portfolio of achievements, conclusions are drawn on:

The technology for building a portfolio of achievements and evaluating the contribution of individual components to the final cumulative evaluation in accordance with the above three areas will be developed during the introduction of planned primary education outcomes and the system for assessing their achievement.

The role of participants in the educational process to organize work with the portfolio.
Work with the portfolio of students is carried out with the participation of parents, class leader, teachers of additional education, Deputy Director for OIA.
When forming a portfolio of students, functional duties between participants in the educational process are distributed as follows:

Gymnasium administration:

• develops and approves the regulatory framework for portfolio management;
• distributes the responsibilities of participants in the educational process in this area of activity;
• carries out general management of the activities of the teaching staff on the implementation of portfolio technology in the practice of OU.

Students:

• Collect material for portfolios, discussing with teachers and parents.

Class supervisor:

• is a consultant and assistant, promoting interaction with the student on the basis of the principles of cooperation, step-by-step training in the basics of portfolio management;
• coordinates activities in this direction: organizes exhibitions, presentations, informs students about competitions and Olympiads of various levels;
• contributes to the involvement of students in various activities;
• conducts information work with parents of students on the formation of a portfolio;
• confirms the reliability of educational achievements of students;
• carries out an intermediary function between students, teachers of additional education, representatives of society in order to replenish the portfolio.

Parents:

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

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