Portfolio aplications in science teaching

Currently, one of the most useful assessment tools used to assess students' learning is traditional assessment tools in the Turkish educational system. Traditional assessment approach mostly promotes students to memorize rules or algorithms rather than conceptual understanding and learning are not enough to assess higher order cognitive skills such as problem solving, critical thinking and reasoning. In recent years, one of the alternative assessment methods used to assess students' learning is portfolio assessment practices. Portfolio provides an essential link for student teachers, teachers, and parents to the educational process. It is an effective tool for students and educators to identify clarify and achieve goals that were not previously assessable. The portfolio is student-centered and used to foster student self-evaluation. It provides greater depth and breadth of student work for assessment. This study aimed to examine views of student teachers to application of portfolio used as an alternative assessment tool at the science teaching course in the higher educational system. The study was conducted within the scope of Science Teaching-I course offered in, Science Teacher Education Program in the spring term of 2009-2010 study years. The sample of the study consists of 50 Science Teacher Education Program student teachers in Pamukkale University. Case study method was used in this study. Data were gathered through interviews and questionnaire conducted with student teachers. Qualitative data were examined through descriptive analysis. Quantitative data was analyzed using frequency and percentage. Advantages and challenges of the implementation of portfolio assessment approach were discussed in the light of student's views. Results of study showed that portfolio assessment can provide more comprehensive picture of the student, provide more authentic-valid information about student learning to teacher and student themselves, encourage student to learning and to take care of responsible for learning, comparing to traditional assessment methods