ASSESSING THE WHOLE CHILD CREATING POWEFUL PORTFOLIOS Slide 2 W
HAT IS A POWERFUL PORTFOLIO ? Portfolios where work samples are
collected or all about me slides are produced are NOT examples of
authentic assessment. Portfolios that support authentic assessment
reflect the thinking. This puts the student in charge of their own
learning which occurs when they understand their place within it.
Slide 3 PURPOSE TEACHER Shift from teacher to shared responsibility
Strong feedback from students = clarification of student progress
Motivated or Independent students = engaged learners Identifies
next step for planning both for the class and the individual
student Matches students perceptions of understanding with teachers
Slide 4 PURPOSE STUDENT Responsibility for own learning Ability to
recognise the next steps in learning Loses the need to be right-
focus on learning Builds confidence and ownership through active
involvement Builds independence and motivation Slide 5 S OME
QUESTIONS TO ASK. What does an authentic student portfolio look
like? What is its purpose at Glenferrie Primary school? Do they
have a student voice in them? Where should we start? What will we
use? Folders, display books, scrap books. Where will they be
housed? Chair bags, central container. What materials will be
needed? Paper, card, photocopying (colour?) Cost of the materials,
does it come from the book list or a curriculum budget? Slide 6 S
PECIFIC F OCUS Some examples of different types of portfolios:
Years Duration Portfolio Literacy Portfolio Numeracy Portfolio
Integrated Portfolio Best Work Portfolio- (Could lead towards an
exhibition) Student Wellbeing Portfolio- (Habits of the Mind,
bullying etc) Goal setting Portfolio Portfolios are only limited by
the imagination of both teacher and students. Provided the purpose
is clear, shared and conducive to authentic assessment, then the
time is ripe to begin the journey. Slide 7 GETTING STARTED What is
learning? When will we work on our portfolios? What is the purpose
of our portfolio? What should be in our portfolio? What should work
in our portfolio look like? Slide 8 THE JOURNEY What do we do
first? Front page Contents page or index Learning Styles activity
Goal setting Slide 9 PAULS PORTFOLIO Slide 10 WHERES IT GOING? Able
to accept responsibility for and assume control of their learning.
Learner engages in the process of thinking about their own
learning. Have a wider variety of tools to support the success of
both current and future learning. Students are using metacognition
as a natural part of their learning journey. A real conversation
about learning is promoted. The student invites and involves the
parents to step into their world for a short period of time as seen
through the eyes of their child. Slide 11 WHERES IT GOING? Another
dimension to the existing way of doing things is added. The process
of assessment and reporting is improved. Student to focus on
strengths and weaknesses. A supportive, trusting and structured
environment is provided for the interview. Comments from the
interview arent left to parental interpretation. The Chinese
whispers problem associated with traditional student and teacher
interviews is alleviated. Slide 12 H OW DID WE GO ? What did you
set out to achieve through developing a portfolio? What does the
portfolio tell people about you? What do you like most about your
portfolio? What challenged you? How has the portfolio helped you?
How could you make it more effective if you were to do it again?
What surprised you? What has the portfolio helped you learn about
yourself?
