One example of an alternative form of assessment is a portfolio. In my college math classes, I might ask students to create a portfolio that includes various assignments, projects, and reflections on what they have learned throughout the course. This portfolio would showcase their understanding and application of mathematical concepts over time.

Strengths of using a portfolio include its ability to provide a comprehensive view of a student’s progress and learning. It allows students to demonstrate their skills in different ways, such as through written explanations, problem-solving steps, and creative projects. This type of assessment encourages continuous learning and self-reflection, as students can see their growth and identify areas for improvement.

However, there are also weaknesses. Creating and maintaining a portfolio can be time-consuming for both students and teachers. It requires careful planning and organization to ensure that all necessary components are included and evaluated fairly. Additionally, some students might struggle with the open-ended nature of a portfolio, especially if they are more accustomed to traditional tests.

In summary, while portfolios can provide a rich and detailed picture of a student’s abilities and learning journey, they also require significant effort and clear guidelines to be effective. By using portfolios in my math classes, I aim to support diverse learning styles and help students develop a deeper understanding of the material.

References

• Danielson, C., & Abrutyn, L. (1997). Portfolios in the classroom: Tools for learning and assessment. Association for Supervision and Curriculum Development.
• Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.