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”