Portfolios are regarded as one of the effective and authentic means of formative assessment especially in a multicultural classroom. However this concept is quite new and catching up in India. Teaching and assessing their learners has always been a challenging task for the student teachers of the two-year diploma programme in education, as they have to teach in classrooms where the learners are not only from different socio-economic strata but also with diverse linguistic abilities. As part of their school experience programme (SEP), they have to submit a report using summative assessment called an Achievement Test Report (ATR). This project was undertaken to provide an opportunity to them, to creatively design authentic and alternate tools to assess their learners in competencies rather than evaluating outcomes through a test. The pre-service teachers/interns of District Institute of Education and Training (DIET) deal with class I to V in Ist stage and class VI to VIII in IInd stage. This project was undertaken during 2009-2010 to provide an opportunity to use portfolios to assess their learners. As part of this project 104 student teachers, teaching in 17 schools in classes I to V assessed their learners (N=3784) in Environmental Studies through portfolios developed over 3 months. This project reports effectiveness of portfolios in culturally and linguistically diverse background and reflections of student teachers. Insights drawn from the project led to suggestions and scope of implementation in Teacher Education programme.
|Keywords:||Portfolio, Teacher Education Programme, Student Teachers, Multicultural, Authentic Assessment, Formative Assessment|
Senior Lecturer, District Institute of Education and Training, Keshavpuram, State Council of Educational Research and Training, Delhi, Delhi, India
Senior Lecturer, Department of Elementary Education, Lady Shriram College, University of Delhi, Delhi, Delhi, India
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