chapter 4 portfolios
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TRANSCRIPT
Chapter 4 Portfolio
ED 450 Assessment & Evaluation
Student Learning Objectives
• Define a portfolio
• List types of portfolios
• Explain why portfolios are useful in the classroom
• Recognize the portfolio process
What is a Portfolio?
• “A portfolio is a collection of student work gathered for a particular purpose that exhibits to the students and others the student’s efforts, progress, or achievement in one or more areas.”
• It is an ongoing assessment
Contents of a Portfolio
• Creative Cover
• Letter to the Reader
• Table of Contents
• Six-Seven Student Artifacts
• Reflections
• Self-Evaluation
• Goal-Setting Page
• Conference Questions (optional)
Purpose a Portfolio1. Document meeting district, state, or national
standards
2. Connect several subject areas to provide an “integrated” assessment of the student
3. History/Record of student’s growth and development over extended periods of a semester, year or clusters of grades
4. Document the key concepts taught by teachers
5. Share at a job interview, promotion or
college entrance review.
Types of Portfolios
Writing
Process Folios
Literacy
Best-Work
Unit
Integrated
Year-long
Standards
Why Should We Use Portfolios?
• Tools for discussion with peers, teachers, and parents
• Demonstrations of students’ skills and understanding
• Opportunities for students to reflect on their work matacognitively
• Chances to examine current goals and set new ones
• Documentation of students’ development and growth in abilities, attitudes and expressions
• Demonstrations of different learning styles, multiple intelligences, cultural diversity
• Options for students to make critical choices about what they select for their portfolio
• Evidence to examine that traces the development of students’ learning
• Connections
between prior
knowledge and new
learning
REMEMBER!
• “The FINAL PRODUCT is important, but the PROCESS is equally important and probably conveys more about how the student learns.”
• The process of metacognition-thinking about one’s thinking-helps students become more self-reflective and
more empowered as stakeholders in
their learning.
How to implement Portfolios
Step 1:
Collect everything in a working portfolio
Step 2:
Select key pieces for final portfolio
Step 3:
Reflect on the selections
Step 1: Collection Process
• Ways of storage include: large cardboard boxes, cereal boxes, file folders, CD’s, filing cabinets
• Working Portfolios: Collect or make copies of student work
• Variety of artifacts: worksheets,
Videos, pictures, objects, etc.
Step 2: Selection Process
1. WHO should select the items that go into the final portfolio?
(TEACHERS & STUDENTS)
2. WHAT items should be selected?
(LESS IS MORE)
3. WHEN should these items be
selected?
(beginning, middle and end of the
year)
Step 3: Reflection Process
• Create situations which students must think about their own thinking.
• Students who are aware of their learning processes, are more likely to establish goals for their education and are more deeply engaged.
• Reflections are the heart and
soul of portfolio, but reflections
doesn’t just happen
Labeling of work
Best Work
Most Difficult
Most Creative
A Nightmare
First Draft—more to come
Reflection Stems
This piece shows I’ve met standard # ___ because…
This piece shows I really understand the content because…
This piece showcases my ____ intelligence because…
Mirror Page
Piece of Student Work
Description of piece
Reflection on piece
“A portfolio without reflections is a notebook of stuff”