Use children's portfolios as alternative assessment of young learners' multiliteracies¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends portfolio-based assessment for multiliteracies, arguing that atomistic discrete-point testing cannot evaluate multiliterate skills and that a performative approach to assessment should be implemented. Portfolios are described as "a method of alternative assessment which encourages the learners and the teachers to monitor the student's performance" and as a continuous cumulative record offering a holistic view of student learning. In the program, children were invited to reflect on their progress and include their crafts, posters and drawings after each session of each thematic area.

Design Implications¶

Context¶

Requirements¶

• Children must be invited and encouraged to systematically reflect on their progress and include their work after each session

Constraints¶

• The article positions portfolios within alternative, assessment-for-learning approaches for multiliteracies rather than traditional testing contexts

Target Learners¶

• preschool and young learners

Target Learning Goals¶

• multiliteracies skills
• self-assessment and awareness of learning progress

Claims¶

• Portfolio analysis revealed children were critically and creatively engaged in the learning procedures [+W]

Related Strategies¶

• Portfolio Assessment
• Give learners control over how learning is measured via assessment choices and science-fair-type projects
• Portfolios

Examples¶

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Key Sources¶

• Papadopoulos, I., & Bisiri, E. (2020). Fostering Critical Thinking Skills in Preschool Education: Designing, Implementing and Assessing a Multiliteracies-Oriented Program Based on Intercultural Tales. Multilingual Academic Journal of Education and Social Sciences, 8(1), 87–105. https://doi.org/10.46886/MAJESS/v8-i1/7263