Chapter 4 portfolios


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  • Have students answer the questions: what is a portfolio? What are ongoing assessments called or referred to? FORMATIVE ASSESSMENT
  • Students will create a sample portfolio
  • What is the purpose of a portfolio?
  • What are some types of portfolios?
  • Keep in mind that…..
  • Chapter 4 portfolios

    1. 1. Chapter 4 PortfolioED 450 Assessment & Evaluation
    2. 2. Student Learning Objectives• Define a portfolio• List types of portfolios• Explain why portfolios are useful in the classroom• Recognize the portfolio process
    3. 3. 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
    4. 4. 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)
    5. 5. Purpose a Portfolio1. Document meeting district, state, or national standards2. Connect several subject areas to provide an “integrated” assessment of the student3. History/Record of student’s growth and development over extended periods of a semester, year or clusters of grades4. Document the key concepts taught by teachers5. Share at a job interview, promotion or college entrance review.
    6. 6. Types of Portfolios Writing Process Folios Literacy Best-Work Unit Integrated Year-long Standards
    7. 7. Why Should We Use Portfolios?• Tools for discussion with • Demonstrations of different peers, teachers, and parents learning styles, multiple• Demonstrations of students’ intelligences, cultural diversity skills and understanding • Options for students to make• Opportunities for students to critical choices about what reflect on their work they select for their portfolio matacognitively • Evidence to examine that• Chances to examine current traces the development of goals and set new ones students’ learning• Documentation of students’ • Connections development and growth in between prior abilities, attitudes and knowledge and new expressions learning
    8. 8. 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 andmore empowered as stakeholders intheir learning.
    9. 9. How to implement PortfoliosStep 1: Collect everything in a working portfolioStep 2: Select key pieces for final portfolioStep 3: Reflect on the selections
    10. 10. 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.
    11. 11. Step 2: Selection Process1. 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 beselected?(beginning, middle and end of theyear)
    12. 12. 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
    13. 13. Labeling of work Best Work Most Difficult Most Creative A NightmareFirst Draft—more to come
    14. 14. Reflection StemsThis piece shows I’ve met standard # ___ because…This piece shows I really understand the content because…This piece showcases my ____ intelligence because…
    15. 15. Mirror Page Description of piecePiece of Student Work Reflection on piece
    16. 16. “A portfolio without reflections is a notebook of stuff”