Do Not Exaggerate the Importance of the Student Portfolio
In recent years, there has been much discussion about the student portfolio as a means of objectively recording academic and extra-curricular achievements. Even today, individual student accomplishments serve as an alternative to standardized exams for admission to higher education, such as when entering universities based on the outcomes of academic competitions rather than the Unified State Examination.
Viktor Bolotov and Igor Waldmann believe that the use of a portfolio for advancing to the next stage of education carries significant risks. This is because there is a lack of an objective understanding of the significance of various accomplishments. Additionally, there is the risk that universities may place more emphasis on certain achievements and deemphasize others in order to benefit their own interests, for example, by accepting winners of competitions held within the university without conducting additional assessments.
Therefore, experts recommend considering the results of activities that are accessible to all students, are recognized by professional communities and relevant organizations, and have transparent application procedures when applying to university.
Evaluate achievements in a dynamic manner
Progress is more significant than a single assessment at a specific point in time. Viktor Bolotov stated that he would evaluate a teacher based on added value: whether his students add “weight” to the learning experience. To track progress, it is necessary to implement intra-class assessment and monitor academic achievements. Examples of methods used for this purpose include:
- The Delta diagnostic tool was developed by the Institute of Psychology and Pedagogy of Development (Krasnoyarsk) and the Psychological Institute of the Russian Academy of Science (Moscow). This tool allows for measuring, through the use of similar tasks in multiple dimensions across different years, the development of a student’s thought processes.
- Students of the Moscow City Pedagogical University, as stated by Associate Professor Gurgen Hakobyan, are carrying out a project in Moscow schools to compare internal and external assessments. These students, who themselves work in administrative positions at schools, are involved in this activity. The study compares the way teachers assess students and the grades that the same classes receive on tests administered by the Moscow Center for Educational Quality. If there is a small difference, this can be seen as encouragement for the teacher.
Conduct any assessment based on clear criteria
Any assessment that is not based on clear and well-defined criteria is merely a subjective opinion, according to Bolotov and Waldman. A valid assessment is based on comparing a participant’s performance with criteria that have been clearly established in advance and agreed upon collectively, and which are known to all parties involved in the evaluation process.
Criteria-based assessment has several advantages over other methods, such as being less subjective and more convenient for teaching students how to self-assess and mutually assess their work. Additionally, consistent criteria provide a basis for monitoring individual progress over time. Experts have emphasized that criteria-based assessment should form an integral part of teacher training and professional development programs.
