An Assessment Journey: Portfolio and Exit Interview Assessment

As a staff member at École Secondaire Lacombe Composite High School, I have always been aware of our English department and its strong commitment to authentic assessment of student work. Over a decade ago, our English and Social studies teachers saw an opportunity to combine learner outcomes in both subjects for a contextually rich course called Humanities. Assessment in that endeavour was based on achievement of outcomes in the context of project-based learning, in a collaborative environment. A couple of years later, a joint project  (called “Out of the Doghouse”) was developed between our Construction teacher and our English department head, where students applied their English skills to a construction project. There was authentic assessment of the extent to which their communication was clear and met the requirements of the task. With the advent of the new English Language Arts (ELA) Program of Studies, it was inevitable that our English department would continue its assessment momentum.

Following the arrival of a new English department member who had been successfully using portfolios in his previous school, discussions around the feasibility of extending the use of portfolios as assessment tools expanded. Up to that point, our department had used a common final examination, and engaged in professional dialog around the data those exams produced, and had certainly been creative and responsive to student needs and assessment. But with a new program of studies, with five distinct general learner outcomes, all tied to the overarching goal of having students “listen, speak, read, write, view and represent to….’ achieve those outcomes, it became apparent that a pencil and paper test was too limited in scope to assess those outcomes in an equitable manner. 

In the initial conversations, the topics of metacognition and reflection were discussed frequently. The more teachers used assessment tools available through the ELA Guide to Implementation, and the more conversations revolved around ways to encourage more reflection and metacognition, the more the portfolio emerged as the best living document by which students could continue to work on those outcomes. As conversations continued, it was determined that the portfolio also had limitations, as the document alone still fell short of providing evidence of  some essential outcomes, particularly those dealing with oral representation. Out of these questions and conversations emerged the idea of having students complete an exit interview during which they would answer a given series of questions based on their portfolio artefacts, and during which they would be able to highlight their learning. In the initial year of implementing the exit interviews as a department, students had the choice of completing the interview or writing a final exam. Few chose the exam!

Stories abound regarding the portfolios and exit interview. One anecdote is of a grade 11 student who admitted that he “hated studying.” However, in preparation for his exit interview, he browsed the contents of his portfolio, created sample answers to the questions he anticipated and bookmarked key pieces of evidence which he felt would attest to his learning. Furthermore, he arrived at school at 7:30 am on the day of his interview (his scheduled time was 8:15) and rehearsed in his truck so he could feel ready to present. His results, following the common assessment rubric developed by the ELA team showed a student who was very able to articulate what he knew and what he was able to do. This yielded a high performance mark.

Another student, a grade 12 girl, had been very successful in ELA as she had created multiple assignments which highlighted her passion for drama, her creativity and other alternate means of representing her learning. When midterm grades in her social studies class showed she was not passing that course, she and her teacher met to discuss a plan of action. The student was able to use her knowledge of how and what she had learned in her ELA class to convince her teacher to allow her to represent her learning in alternate ways in that class as well. She developed a social studies portfolio and told her teacher about her artefacts.  The student successfully completed her social studies course with passing grades in both the classroom assessment and the diploma exam.

A third student showed her portfolio as a wonderful tool for personal growth. In grade 10 it was evident that she was very talented, but was hesitant to contribute to conversations in class. Once she developed artefacts and became skilled with questions and feedback for peer review of work, she became recognized by her peers as an extremely insightful and thorough English student. By grade 12, she confidently led group discussions, and completed her final portfolio in a manner that greatly exceeded the expectations in all criteria. Furthermore, she had created a highly personalized portfolio which reflected her abilities, creativity and English learning in an exemplary manner.

Because I am both a parent and staff member at this school, I am able to chat informally with students involved in portfolio assessment, knowing that they won’t be shy about sharing their perspectives. On a recent drive to soccer practice, I was intrigued to hear two students spontaneously discussing their portfolio work. One  highly energetic (and not always organized) boy expressed his satisfaction with the portfolios as it encouraged him to keep track of his artefacts in a centralized location, and allowed him to use his oral expression to show his knowledge. As he spoke, I could hear that he was very clear in outcomes that he had achieved. 

The paradigm shift from a common final exam to a common portfolio and exit interview is in its third year at École Secondaire Lacombe Composite High School. New questions will emerge for discussion, as results from this year’s grade 12 diploma exams will yield data to analyse, and a new school year has led to an opportunity to fine-tune tools such as the common questions for portfolio interviews and the accompanying assessment rubric. A third year also means that students have access to more exemplars of portfolio items, and teachers have more benchmarks for the standards they wish to see. As this professional learning team continues to review its use of portfolios, members continually add to an already extensive repertoire of related research. Finally, the data collected by asking students how they feel about the portfolio experience will also lead to focused and valuable conversations. 

To this point, this article has concentrated on the portfolio’s use a summative assessment tool. However, its formative assessment value is equally, if not more valuable.  As I sat in on a couple of interim portfolio interviews, I was able to hear students speak in very specific terms about the quality of their work, and the learning outcomes they had achieved. They were well-prepared to apply their reflections to the next tasks, and were keeping their portfolios current in the process. Another English teacher provides regularly structured time devoted to letting students work on specific items to be housed in the portfolios, complete with detailed checklists to help students to be successful. By working as a collaborative professional learning team, this English department will be able to continue to discuss the successes and challenges of their portfolio assessment, and will continue this exciting journey. 

Another key factor in implementing this change in summative assessment has been support from administration, and the solicitation of feedback on the process. As aforementioned, students are invited to share their thoughts on the process during the year and after the exit interviews. Additionally, the team invited Carrie Mitchell, then president of the Central Region English Language Arts Council (ELAC) to experience several exit interviews and to offer feedback. In her follow-up letter, Mrs. Mitchell offered the following observation:

“This pilot is a success because of the community of professionals who collaborate together.  When you have an administrator sitting in on planning meetings, bringing information to                parents in parent council meetings, using his influence to back such a project, many typical obstacles diminish.” 

For further dialog on the topic of LCHS and its use of exit interviews and portfolios, feel free to contact Terry Susut  (retiring department head, English Language Arts) or Steve Kabachia  (incoming department head, English Language Arts)
 kabachia@wolfcreek.ab.ca.

Kathleen Galloway  AISI Assessment Facilitator,
École Secondaire Lacombe Composite High School

Our goal was to prepare assessment specialists to facilitate selected workshops in their own (or neighboring) jurisdictions and, in the spirit of professional learning communities, to foster a sense of camaraderie across the consortium by providing an opportunity to network and share knowledge, skills, and expertise. This was accomplished in large measure for all who participated.

Here are reflections by several participants…  

“The formal and informal conversations were rich and engaging. Hats off to Robert, Dale, Marg who “tell a dream” of assessment that improves learning and hats off for all of those who gave of their summers to “be there”, to share in the conversations, to “breathe life into it”. The message is so powerful. “When one of us asks why, we all know the answer.” May you all continue to stay curious, listen deeply and share openly.”
Connie Dersch-Gunderson, Livingstone Range

“When we read Tom Hierck’s, What Do You Make?, and the room, full of educators who were filled with enthusiasm, and bursting with energy, fell into reflective and appreciative silence, I knew that the next four days of the AAC summer institute were going to, yet again, challenge both my thinking, and abilities in regard to assessment for learning and student achievement. I couldn’t wait!”

“Each of the three workshops was intense. The content was rich, and participating as both a learner and potential facilitator was challenging. Yet the focus and passion of the group not only kept us energized during the day, but often spilled over after the sessions and was seen in enthusiastic conversations ‘after hours’.”

Pam Radchenko, St Thomas Aquinas

“All workshops are based on sound research and practice, and were delivered in an engaging and highly interactive environment by presenters confident in discussing the material.  Each day was intense and rich with information, and I was exhausted, but felt ‘full’ at the closure of the workshops.  With the AAC’s assistance, I feel I am able to facilitate the information to others that are interested.”
Jill Aman, Horizon

“What seemed like a brilliant idea in the spring seemed more like an imposition in the middle of a summer that I was using to recharge some very dim batteries.  Arriving at Pigeon Lake Sunday afternoon after a long and tiring drive found me less than enthusiastic, maybe bordering on whiny and a tad sulky, my mind more on my Harry

Potter novel than on assessment.  But my resistant mood was short-lived.  It’s impossible to remain distant and sulky surrounded by caring, sincere people committed to the work they are doing.  Which brings me to my first reflection – relationships.

“Throughout each of the three workshops I participated in, building relationships, building trust, putting people first was a constant refrain repeated by all of the workshop leaders. Relationship building must form the backbone of the work I do as an assessment specialist in my school division.  I will have no impact on anyone (except perhaps a negative one!) unless I pay attention to the relationships I build with teachers and administrators in my district.  I need to work to garner the trust of the people I’m working with or all my effort will be for naught.  While assessment knowledge is important, I need to be genuine, honest, sincere and caring with each person I work with.  Each of us who attended the summer institute was privileged to have in Robert, Marg, Dale, and each of the other facilitators, models to learn from in this regard. 

“After I got over my snit at having my summer interrupted, I was able to immerse myself in the three workshops I had signed up for, each of which had been carefully prepared and expertly delivered.  My second observation is that the AAC is providing quality professional development for Alberta teachers through these workshops.  These workshops have not been developed thoughtlessly, but are rather the product of many sharp minds reflecting on credible research and using effective adult learning methodology to create high quality PD.  In attending these three days, I feel like I’m part of an elite inner-circle of learners and facilitators – this is good stuff.  We don’t need to go south of the border or look to big names to defer to…we have what we need right here. 

“As valuable as the structured work we did was, equally important to me were the informal conversations and networking with the other facilitators-in-training.  If I do say so myself, this group of people was a gifted bunch indeed with a tremendous wealth of knowledge, experience and expertise.  And on top of that, they are just straightforward enjoyable people to be around.  Garnering insight into the work others are doing is a comfort to me.  We can collectively recognize that yes, this is important work, hard work, demanding work and oftentimes slow.  But others are out there strategizing and planning and moving forward too.  I was encouraged that with this collective effort, we can reach the critical mass we need to improve the quality of education for Alberta students.

“Finally, I came away from the three Pigeon Lake days with a list of recommended professional reading long enough to keep me occupied for some time to come. I want to get my nose into Doug Reeves’ The Learning Leader, investigate Developing More Curious Minds, and read Leadership for Differentiating by Carol Anne Tomlinson.  But of course, some of my reading plans might be deferred by the whirlwind start of another exciting school year. I am excited about applying what I’ve learned. What initially appeared to be an unwelcome disruption to my quiet summer, turned out to be a energizing three days that has helped focus my work for this new year. My batteries are charged and I’m ready to go.”   

Jamie Babcock, High Prairie

“What do you get when you combine a lakeside resort, educators and the AAC?       

“Three days of the most rewarding professional development an assessment specialist, or teacher, could want—also known as ASSESSMENT CAMP.

“It truly was like being at summer camp.  Over the course of three days we shared meals.  We talked about teaching and learning.  We learned.  We laughed. We celebrated.  We were entertained.  We sang.  Most of all, we learned.

“The workshops were intense, but oh so rewarding and stimulating.  Each day my brain percolated with ideas of how this work could be achieved with my colleagues.  I came away from the experience feeling empowered.  Empowered to make a difference.  To inspire others to make teaching and learning more rewarding for everyone.

“Each participant at the Summer Institute left with the same empowerment: to make a difference and model a better way of ‘doing school’; to follow Ghandi and “be the change we want to see in the world”.  I plan to start immediately by sharing my student’s story with my colleagues and having the conversations about a better way.

Leslie Waite, Rockyview

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