Portfolio

2.  Place to collect student performances over
time
 Consciously selected examples of work that is
selected to show growth
 Could be a collection of many different student
performances OR can be single performance by
different students

3.  Pros
 Students revisit and
reflect on their
growth
 Limited number of
pieces of evidence can
certify student
learning
 Focus on self-
improvement
 Cons
 Scoring that is timely
and reliable.

4.  Who owns it?
 What value is there in passing the portfolio
along to the next teacher?
 How can we make sure that the sample is valid
and reliable?

5.  Showcase for student’s best work, as chosen by
student
 Showcase for student’s best work, as chosen by
teacher
 Showcase for students’ interest
 Showcase for students’ growth
 Evidence of self-assessment
 Complete collection of student work for
documentation and archiving
 A constantly changing sample of work chosen
by student (could change in response to
different exhibitions or needs like applying to
college)

7. • Media: videos, audio, pictures, artwork, computer
programs
• Reflections: plans, statement of goals, self assessment,
journal entries
• Individual work: tests, journals, logs, homework, essays
• Group work: Labs, peer reviews, cooperative group
projects
• Work in progress: rough and final drafts, show-your-work
problems, science fair projects
• Performance assessments: designed to require students
to produce core content and skills
• Prompts: Conventional open-ended writing questions

9. Individual pieces can be
assessment by…. Checklists,
rating scales or rubrics

10. How can I expand my assessment
practices to include portfolios?

11. The answer to this question represents a vision of
what a student should know and be able to do.
Creating that vision is one thing; helping
students internalize that vision is quite
another.. Of all the questions listed above,
establishing a vision is perhaps the most
important.

12.  List all the possible audiences and
then figure out which audiences
are most important.
 Is the purpose is to help students
understand themselves? Or, is it to
serve a evaluative function?
 There need to be some defined
readers of the portfolio that will be
receptive to examining student
work.

13.  Will you collect some information, in addition
to student work, that helped to put student
work in context. Most of the teachers ask for
some kind of self-reflection, where the student
explains why a particular piece fits in the
portfolio.
 The student work itself can have multiple
components. Do you want to encourage the
collection of multimedia pieces? Do you want
to see works in process (rough drafts, early
attempts at experiments) as well as completed
works?

14.  Portfolios can be hard to visualize. For many
teachers and students, portfolios only become
clear when they see a sample portfolio of work
from a student from their school.
 You might consider creating a mock-up by
digitizing an existing student's paper portfolio.
 The mock-up need not be a complete; its
purpose is similar to an architectural model --
to provide a visual sense of what the final
version might look like.

15.  It will be important to make sure you are clear
about who selects the work that goes into the
portfolio.
 You should describe the kinds and frequency
of including work samples and self-reflections.
 Describe how frequently teacher evaluations
will be done and on what pieces or if it will be
on the entire collection.