Ways of assessment are illustrated in Workshop #4 where greater emphasis is given on student’s involvement in their construction of learning through student-centered activities with authenticated tasks. This enables the educator to assess student’s understanding by observing them during their learning performances. Ongoing observation takes place and an observational checklist is kept to record the student’s performance during interacting with materials, instructions and other students.
In addition to observing the multiple ways of assessing the studentsu2019 learning, a very important component of recording student’s understanding is through the creation of portfolios. Student’s portfolios are kept during the school year, documenting the studentsu2019 working accomplishments in various disciplines and teacher’s observational notes and assessments. Armstrong (2009) asserts the need to implement portfolios in classrooms for five basic reasons: to celebrate the student’s accomplishments; for student’s self-reflection; for observation purposes by other adults (parents, professionals); for cooperative opportunities between students discussing their progress; and for criteria establishment. In this way, students, teachers and parents can define the student’s strengths and interests and areas of development anytime during the school year.