A study on preschool educators' experience in applying portfolio assessment

• Main Authors: Jhih-bin Lai, 賴志彬
• Other Authors: 簡美宜
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/jbv8fz

碩士 === 國立嘉義大學 === 幼兒教育學系研究所 === 97 === A study on preschool educators’ experience in applying portfolio assessment Jhih-bin Lai Graduate Institute of Childhood Education National Chiayi University Abstract The purpose of this study is to explore the content structure, procedures, predicaments and solutions in preschool educators’ process of applying portfolio assessment. Qualitative approach was adopted and seven teachers were selected to participate in the focus group interview. Among them, one teacher was chosen as the subject of this case study. The data were collected through participant observation, in-depth interview, and document analysis. The major findings are described below. 1. The content structure of the portfolio assessment The types of the portfolio assessment are divided as open structure, semi-open structure and systematized structure. They will change with the different time of the theme while processing. The educational purpose based on multi-intelligence as a whole learning will be different because of early children’s age, ability, and interests. The contents are that the structure of the portfolio assessment will be decided by its purpose; the presentation of the teachers’ teaching and early children’ learning portfolios; the collecting methods of the works including the information collecting instruments, the selecting ways of the works, the methods and items of the assessment. The methods of the portfolio assessment include collecting observation records, artistic creation, reading , children’s lives, photos taken while working on projects, or the portfolios of the teachers’ teaching and early children’ learning. They can be the reflection of the teachers and the records of the early children. 2. The procedures and notes in implementing the portfolio assessment The procedures of the portfolio assessment are to decide its purpose; the criterions in selecting projects, the details in implementing the assessment, organizing the portfolios, meetings with parents and the drama performance at the end of a semester to demonstrate the early children’ accomplishment. The note is implementing the portfolio assessment includes enriching thematic decorations to encourage early children’ active learning. Outdoor activity instruction is also needed; the check of the content structure should be systematic and well organized. 3. Predicaments and solutions Preschool educators face inadequate teachers’ expertise and other three difficulties. The solutions are requesting assistance from parents and other four strategies. Keywords: preschool educator’s experience, early children, portfolio assessment