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Portfolios
Portfolios
Portfolios
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Portfolios
Portfolios
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Portfolios
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Portfolios
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Portfolios

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  • 1. Portfolios in the Classroom<br />Documenting and Showcasing Student and Faculty Work<br />
  • 2. What is our current understanding?<br />
  • 3. Understanding Assessment<br />Pre or Diagnostic<br />Formative<br />Summative <br />Auditive vs. Educative<br />
  • 4. Types of Portfolios<br />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. <br />
  • 5. Assessment Portfolios<br />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.<br />
  • 6. Showcase Portfolios<br />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. <br />
  • 7. Hybrid Portfolios<br />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. <br />
  • 8. "a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio."<br />Helen Barrett<br />
  • 9. Why Portfolios?<br />
  • 10. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) <br />http://www.nap.edu/openbook.php?record_id=10129&page=119#<br />
  • 11. Forcing Differentiation<br />Everybody’s cards are different and they can choose how to play their hand!<br />
  • 12.
  • 13. http://electronicportfolios.com/portfolios/HongKong/html/web_data/file4.htm<br />
  • 14.
  • 15. Examples<br />Higher Ed<br />
  • 16. Portfolio FrameworkDanielsen & Abrutyn & ASCD, 1997<br />Collection<br />Selection (based on standards)<br />Reflection<br />Projection or Direction<br />Helen Barrett Update<br />Additional Component Connection<br />
  • 17. More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996) <br />PROJECT purposes and uses <br />COLLECT and organize <br />SELECT valued artifacts <br />INTERJECT personality <br />REFLECT metacognitively <br />INSPECT and self-assess goals <br />PERFECT, evaluate, and grade (if you must) <br />CONNECT and conference <br />INJECT AND EJECT to update <br />RESPECT accomplishments and show pride<br />
  • 18. What to Include<br />Student Information: name and basic info<br />Table of Contents: or various way to display links to contents of the portfolio <br />Learner Goals <br />Curricular standards and/or criteria: used to align the contents of the portfolio to institutional, departmental or course curriculum <br />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.<br />Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly <br />Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both)<br />Instructor feedback <br />Self-reflection pieces: a portfolio without reflections is just a multimedia presentation or an electronic resume <br />
  • 19. Steps<br />Define Goals/Pedagogical Purpose/Context<br />Determine Audience<br />Active, Working Portfolio Stage<br />Reflective/Metacognitive Stage<br />Connective/Peer Review/Social Learning Stage<br />Presentation/Culmination Stage<br />
  • 20. Potential (versatile) Tools<br />
  • 21. Selecting a Tool<br />Mahara<br />Google Sites<br />Wikispaces<br />Blogs (Wordpress 3 and new Menus)<br />Moodle Options<br />Commercial – Chalk and Wire<br />
  • 22. Creating A Faculty Portfolio<br />
  • 23. Creating an Assessment Portfolio<br />
  • 24. Bibliography<br />Images<br />YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/<br />Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/<br />Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/<br />Cards - http://www.flickr.com/photos/20683895@N00/2985280926/<br />Content<br />Helen Barrett<br />Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) <br />http://www.nap.edu/openbook.php?record_id=10129&page=119#<br />http://electronicportfolios.com/portfolios/HongKong/html/web_data/file7.htm<br />http://electronicportfolios.com/portfolios/EPDevProcess.html<br />

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