Authentic assessment
focuses on the second paradigm outputs, and in particular on demonstrating
understanding rather than just the recall of any given knowledge set.
Web based portfolios (hereinafter referred to as web-folios), focus
on the learning process that the student has been engaged in, and represents
this process through a collection of a wide range of artifacts and communication
channels. These artifacts could include but are not limited to:
|
text
based work
|
video
clips of presentations
|
digital
photographs of three-dimensional artifacts
|
|
oral presentations
|
logs
or journals
|
links
to online documentation that has influenced the author
|
|
project
and research work
|
digital
photographs of visual language work
|
interviews
|
|
links
to online blogs and discussions
|
links
to material within the Knowledge NET or intranet,
|
representative
cooperative work
|
|
graphic
organisers
|
self
or peer assessments
|
simulations
|
|
strategic
management documentation
|
design
processes
|
flow charts
|
.
. . . . The list is almost endless.
Knowledge
Record: Matauranga Pataka
In
order to be successful, the web-folio is more than a single tool or
repository but rather a collection of tools which reflects different
aspects of the assessment process. The discussion that follows from
here is based on the Knowledge Record (Matauranga Pataka) which is a
proprietary system currently being developed and will be integrated
into the KnowledgeNET integrated intranet/extranet.
The
elements of a comprehemsive web-folio include:
1.
The Knowledge Journal:
The
Knowledge Journal is a reflective blog maintained by the student and
contains their reflective comments associated with their learning journey,
classroom relationships, events, dreams and aspirations, and their reflective
writings that demonstrate their values, qualities and attitudes. The
Knowledge Journal has the capability for three different groups of commentators
to make speech bubble comments on the students writings on an ongoing
and regular basis.
It
is expected that students will make use of the Knowledge Journal from
the time they start school. Initial comments will be on events ("today
I drew a cat at school") and personal reflections ("I like
my friend Aroha") and these will develop over time, with teacher
assistance, to become more reflective and "deeper" (I struggled
today to understand the work about origins of war but when we sat down
and chatted at lunchtime it all became clear when Paul talked about
war being like . . . ."). There will always be a mixture of comments
within the Knowledge Journal and this is to be encouraged as it frames
a broad picture of the nature of the student as well as their thinking
and learning processes.
