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  • 1. Portfolios in the Classroom
    Documenting and Showcasing Student and Faculty Work
  • 2. What is our current understanding?
  • 3. Understanding Assessment
    Pre or Diagnostic
    Auditive vs. Educative
  • 4. Types of Portfolios
    Developmental/Growth Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. The primary purpose is to provide communication between students and faculty.
  • 5. Assessment Portfolios
    Assessment Portfolios: demonstrate student competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating student performance. The primary purpose is to evaluate student competency as defined by program standards and outcomes.
  • 6. Showcase Portfolios
    Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is created at the end of a program to highlight the quality of student work. Students typically show this portfolio to potential employers to gain employment at the end of a degree program.
  • 7. Hybrid Portfolios
    Hybrids: Most portfolios are hybrids of the three types of portfolios listed above. Rarely will you find a portfolio that is strictly used for assessment, development or showcase purposes.
  • 8. "a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio."
    Helen Barrett
  • 9. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002)
  • 10. Forcing Differentiation
    Everybody’s cards are different and they can choose how to play their hand!
  • 11.
  • 12. http://electronicportfolios.com/portfolios/HongKong/html/web_data/file4.htm
  • 13.
  • 14. Portfolio FrameworkDanielsen & Abrutyn & ASCD, 1997
    Selection (based on standards)
    Projection or Direction
    Helen Barrett Update
    Additional Component Connection
  • 15. More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996)
    PROJECT purposes and uses 
    COLLECT and organize 
    SELECT valued artifacts 
    INTERJECT personality 
    REFLECT metacognitively 
    INSPECT and self-assess goals 
    PERFECT, evaluate, and grade (if you must) 
    CONNECT and conference 
    INJECT AND EJECT to update 
    RESPECT accomplishments and show pride
  • 16. Why Portfolios?
  • 17. What to Include
    Student Information: name and basic info
    Table of Contents: or various way to display links to contents of the portfolio
    Learner Goals
    Curricular standards and/or criteria: used to align the contents of the portfolio to institutional, departmental or course curriculum
    Rubrics: can be used to assess student work. A rubric is a criteria-rating scale, which provides the instructor with a tool to track student performance. They also inform students of the course/departmental/institutional expectations and should be aligned with standards.
    Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly
    Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both)
    Instructor feedback
    Self-reflection pieces: a portfolio without reflections is just a multimedia presentation or an electronic resume
  • 18. Steps
    Define Goals/Pedagogical Purpose/Context
    Determine Audience
    Active, Working Portfolio Stage
    Reflective/Metacognitive Stage
    Connective/Peer Review/Social Learning Stage
    Presentation/Culmination Stage
  • 19. Potential (versatile) Tools
  • 20. Selecting a Tool
    Google Sites
    Blogs (Wordpress 3 and new Menus)
    Moodle Options
    Commercial – Chalk and Wire
  • 21. Creating A Faculty Portfolio
  • 22. Creating an Assessment Portfolio
  • 23. Bibliography
    YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/
    Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/
    Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/
    Cards - http://www.flickr.com/photos/20683895@N00/2985280926/
    Helen Barrett
    Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002)