The Portfolio Perspective: Authentic Assessment for Experiential Training.Report as inadecuate




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Authentic assessment differs from traditional paper-and-pencil assessment in that it is designed to reflect students'real world experience. Authentic assessments may assume a variety of forms (including demonstrations, oral interviews/presentations, simulations, self-assessments, and peer/instructor evaluations); however, their focus is always on evaluating learners' mastery and performance of training objectives rather than on degree of compliance or conformity. Portfolios are considered a form of authentic assessment because they examine students' performance in naturalistic settings over time by including student materials documenting those students' learning experiences in a variety of challenges during training. The usefulness of portfolios as a tool for authentic assessment may be seen through an examination of the use of portfolios in the 2-week experiential training program completed by new recruits of the Connecticut State Police. The experiential training program, which takes place at the culmination of 26 weeks of intense training, allows recruits to experience a myriad of situations that might be encountered in the field. The portfolio of materials developed by the recruits as they respond to those situations allows them to reflect on and gain insight into their own performance while also obtaining valuable feedback from their field training officers. (Contains five references.) (MN)

Descriptors: Adult Education, Educational Practices, Experiential Learning, On the Job Training, Performance Based Assessment, Personnel Evaluation, Police, Police Education, Portfolio Assessment, Work Experience Programs











Author: Thermer, Clifford E.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9488&id=ED396166







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