Transcript Student Portfolios- What, Why and How

According to Stiggins (2001),
“a portfolio should tell the story of a student.”
Through the portfolio processes of collecting,
selecting, organizing and reflecting, an individual is
actively involved in constructing the story of
her/himself as a student.
The artefacts included in the portfolio
demonstrate what that student knows and can do.
These artefacts, collected over time, will provide
an on going record of the student's
accomplishments
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• to promote student control of learning
• to track student progress
• to demonstrate individual growth
• to respond to individual needs
• to evaluate and report on student progress
• to facilitate student-led conferences
• to show process and product
• to show final products
• to show student achievement with respect to
specific curricular goals
• to document achievement for alternative grading
• to accumulate "best work"
• for developing skills of organizing and
independent effort
Establish a minimum set of
elements for each portfolio.
Cover
Title page
Table of contents
Page numbers
Conclusion or reflection statement
Are there certain things you want
included in each sample? What must
minimally accompany each sample?
Title
Student assessment of the sample’s
value or purpose
What student learned
• is continuous and ongoing--the value of a
portfolio is its ability to show development over time.
• is multidimensional--the portfolio should contain a wide
variety of artifacts demonstrating a number of different learning
processes and a variety of different assessment tools.
• is selective--it is selecting artifacts for inclusion in the
portfolio that is valuable, not the collecting alone.
• is reflective--it is through the process of reflection that
students come to understand themselves as learners. Reflection is
essential to the use of the portfolio in supporting learning.
•
has clearly defined criteria--the criteria for the selection
of artifacts and for assessing the portfolio must be clearly
understood by the teacher and the students from the beginning of
the process (Chriest & Maher, 2003; Wolf & Sui-Runyan, 1996).
Art
•
•
Language experience
•
dictations
•
Written reports
First drafts and revised
•
writing
•
Math samples
Written personal response
Reading or writing logs
Journal entries
Activity reports
Group reports or
projects
Self-evaluations and
reflections
Photographs of three
dimensional products
or performance based
activities
General Type
Is there a general type of sample that you would
like students to include in their portfolio .For exthe best work
Think of the traits you hope students will be
encouraged to include in their portfolio?
May include work related to demonstrate for
example:
Critical /CREATIVE thinking
Problem-solving
Computing
Grading Portfolios
How will you grade the portfolio effort?
The entire product will be graded using a rubric spelling out criteria
for appearance and completeness
Selected samples showing evidence of learning/skill will be graded
individually
Grading Periodicity
Do you want to give one all-or-nothing grade
at the end, or
use a process of grading in progressive steps
toward completion?
Examples:
Earning points along the way for turning in
10 work samples
Completing an outline
Creating an entire package
Making a presentation
Frequency
How often should students be
expected to add to their portfolio?
Weekly
Monthly
Quarterly
Yearly
Other
Storage
Who is responsible for storing portfolios? Where
will this be done?
Be strong enough to withstand a whole year’s use
Occupy no more classroom space than is
comfortably available in most classrooms
Be low cost
Be readily accessible to students so the portfolios
can be a natural part of daily classroom activities
Work Time - How Often?
How much time should students be given to
work on their portfolio in school?
One period or hour per day
One period or hour per week
One period or hour per month
Other
If you choose to have a presentation
of portfolios, what kind would you
like to see?
Parent and teacher conference
Peers or class review
Teacher/student interview
Parameters for implementation can be chalked
out in subject committees for uniformity and
clarity
Though several ideas have been given a simple
structure and criteria could benefit all students
No Bag Day could be used to work with student
Portfolios in a collaborative way with the Teacher
Teachers taking two or more subjects in a class
may maintain one Portfolio since it is an
integrated curriculum