Portfolios PD
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There are three main types of portfolios: proof, process, and product portfolios. A proof portfolio documents a student's work and growth over time. It includes drafts, brainstorming activities, and finished work. A process portfolio documents the phases of a student's learning process and emphasizes reflection. A product portfolio showcases a student's best work and is used for summative evaluation. It includes only completed work selected by the student and teacher.
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Purpose of the e portfolio
The document outlines the purposes of requiring education students to create an ePortfolio at MVNU. The main purposes are to encourage reflection and improvement over time, to document students' growth and achievement in meeting standards, and to showcase students' abilities to potential employers. Regular self-reflection through the portfolio leads to learning and improvement, and a well-prepared portfolio can help students land teaching positions by demonstrating the type of teacher they will become.
Designs of Students Portfolio
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
PORTFOLIO ASSESSMENT
The document discusses developing a procedure to aggregate portfolio ratings. It provides examples of averaging scores from drafts and final products to calculate an overall score. Teachers must decide whether to give equal or different weights to different parts of the portfolio. Scores can be converted to letter grades with cut-offs. The process involves specifying timelines, submission methods, storage, and access to the portfolio, as well as planning final conferences.
Types of Portfolio
This document discusses different types of portfolios, including showcase, documentation, process, product, and standard-based portfolios. It also outlines the contents of a "Best Works Portfolio" including sample work that could be included from different subject areas for individual students and cooperative groups. Finally, it lists the essential elements of a portfolio, such as a cover sheet, table of contents, work samples, dates, drafts, self-assessment, future goals, and comments/assessments.
Stages implementing portfolio
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
Types of Portfolio
Portfolios allow students to demonstrate learning through a process-oriented method rather than just end results. They contain evidence of learning outcomes and integrate reflection and higher-order thinking. However, portfolios only show the best of students' work and may not provide a complete picture of the learning process.
Portfolio For Assessment
A portfolio is a collection of materials that exemplifies a person's qualifications and experiences. A student portfolio specifically contains samples of a student's work, accomplishments, and achievements across subjects. Portfolios are useful for students because the process of creating one helps develop interview skills and identify experiences relevant to career goals. Portfolios come in different types - showcase portfolios contain a student's best work, process portfolios document learning over time, and documentation portfolios include all stages of work. Effective portfolios include various work samples, reflections on learning, and comments from teachers and readers.
Nature of Portfolio Assessment
Portfolio assessment involves systematically collecting student work over time to document learning progress and achievement of goals. It allows a holistic assessment of individual students by showing effort and accomplishments in relation to instructional goals. In contrast to standardized tests, portfolio assessment engages students in self-assessment, represents a broader range of student work, and links assessment to teaching and learning. The purposes of portfolio assessment include giving students more control over their learning, determining achievement levels, understanding student thinking processes, communicating student progress, and improving curriculum.
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Purpose of the e portfolio
The document outlines the purposes of requiring education students to create an ePortfolio at MVNU. The main purposes are to encourage reflection and improvement over time, to document students' growth and achievement in meeting standards, and to showcase students' abilities to potential employers. Regular self-reflection through the portfolio leads to learning and improvement, and a well-prepared portfolio can help students land teaching positions by demonstrating the type of teacher they will become.
Designs of Students Portfolio
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
PORTFOLIO ASSESSMENT
The document discusses developing a procedure to aggregate portfolio ratings. It provides examples of averaging scores from drafts and final products to calculate an overall score. Teachers must decide whether to give equal or different weights to different parts of the portfolio. Scores can be converted to letter grades with cut-offs. The process involves specifying timelines, submission methods, storage, and access to the portfolio, as well as planning final conferences.
Types of Portfolio
This document discusses different types of portfolios, including showcase, documentation, process, product, and standard-based portfolios. It also outlines the contents of a "Best Works Portfolio" including sample work that could be included from different subject areas for individual students and cooperative groups. Finally, it lists the essential elements of a portfolio, such as a cover sheet, table of contents, work samples, dates, drafts, self-assessment, future goals, and comments/assessments.
Stages implementing portfolio
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
Types of Portfolio
Portfolios allow students to demonstrate learning through a process-oriented method rather than just end results. They contain evidence of learning outcomes and integrate reflection and higher-order thinking. However, portfolios only show the best of students' work and may not provide a complete picture of the learning process.
Portfolio For Assessment
A portfolio is a collection of materials that exemplifies a person's qualifications and experiences. A student portfolio specifically contains samples of a student's work, accomplishments, and achievements across subjects. Portfolios are useful for students because the process of creating one helps develop interview skills and identify experiences relevant to career goals. Portfolios come in different types - showcase portfolios contain a student's best work, process portfolios document learning over time, and documentation portfolios include all stages of work. Effective portfolios include various work samples, reflections on learning, and comments from teachers and readers.
Nature of Portfolio Assessment
Portfolio assessment involves systematically collecting student work over time to document learning progress and achievement of goals. It allows a holistic assessment of individual students by showing effort and accomplishments in relation to instructional goals. In contrast to standardized tests, portfolio assessment engages students in self-assessment, represents a broader range of student work, and links assessment to teaching and learning. The purposes of portfolio assessment include giving students more control over their learning, determining achievement levels, understanding student thinking processes, communicating student progress, and improving curriculum.
Portfolio Revision
A portfolio is a collection of documents that provides a record of a teacher's ideas, objectives, teaching methods, effectiveness, and assessment/improvement of teaching. There are different types of portfolios including process-oriented, product-oriented, showcase, and documentary. The portfolio process involves collection, selection, reflection, and connection of materials. A teaching portfolio contains work samples, assessments, reflections, and other documentation of a teacher's skills and accomplishments.
Portfolio Guidelines 7 15 05
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
Portfolio2009 Student
A portfolio is a collection of a student's work that shows their efforts, growth, and achievements over time. It can include work samples, projects, written assignments, and self-reflections. When creating a portfolio, students should collect work samples often, periodically select pieces to include based on criteria, and continuously reflect on the selected work and their growth. The portfolio process culminates with the student proudly presenting their curated portfolio as a demonstration of their strengths and development.
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
The document outlines 6 stages to implementing portfolio assessment:
1. Identifying teaching goals to assess and guide student work selection.
2. Introducing portfolio assessment to students who may not be familiar with it.
3. Specifying portfolio content including required and optional items and how each will be assessed.
4. Giving clear guidelines for portfolio presentation including formatting, drafts, and reflections.
5. Informing administrators, parents, and stakeholders about the new assessment procedure.
6. Supporting students through conferences, self-reflection, and feedback during portfolio development.
Portfolio Assessment
A portfolio is a collection of a student's work that shows their progress and achievements in one or more areas of study. It must include student participation in selecting pieces, criteria for selection, criteria for judging quality, and evidence of self-reflection. A portfolio demonstrates growth over time through samples of a student's work and allows them to self-assess their strengths and weaknesses. Teachers and students should agree on clear criteria for selecting and assessing portfolio contents.
Portfolio Assessment Overview
This document provides an overview and requirements for portfolio assessment across 3 modules (CPD4518, CPD4519, CPD4520) for a specialist dyslexia training program. Each module requires completion of case studies and teaching practice activities focusing on assessment, lesson planning, and evaluating the effectiveness of multi-sensory teaching strategies for dyslexic students. Learners work directly with students to gain experience and submit annotated lesson plans, assessment reports, and reflections on teaching sessions for assessment.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
Portfolio Assessment
This document discusses portfolio assessment and provides guidance on developing portfolio assessments. It defines a portfolio as a planned collection of student work and achievements that is created collaboratively between the teacher and student. It notes portfolios can show a student's mastery, effort, growth, and the process they took to learn. The document then provides steps to develop portfolio assessments, including deciding the purpose, skills to assess, who will plan it, what to include, how to rate items, and logistical details.
Portfolio Assessment
The document discusses student portfolios. It states that a portfolio is a collection of a student's work that shows their achievements and progress over time. It is more accurate than transcripts because it includes all of a student's work, both in and out of school. A portfolio must include a student's best works with details of titles, dates and prizes. It also includes all individual and group activities. Teachers can use portfolios to identify students' extracurricular activities. Portfolios are evaluated based on criteria such as content, format, originality, reflection of skills, and punctuality of submission.
Portfolio
The document provides guidance on creating a teaching portfolio. It explains that a teaching portfolio is a collection of documents that record a teacher's ideas, objectives, teaching methods, courses taught, effectiveness, and methods for assessment and improvement. It should include items like a table of contents, examples of student work, assessments and reflections. The portfolio process involves collection, selection, reflection, and connecting items. It is used to assess teachers on cognitive, affective, and psychomotor behaviors.
PORTFOLIO EXPLANATION
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
Portfolio writing
Portfolio writing involves collecting a body of student work over time to demonstrate development and improvement. It allows students to assess their own progress, focuses instructors on the full body of work, and helps students improve evaluation skills. Effective portfolios are personalized, organized, and exhibit skills, knowledge, and experiences. Benefits include building confidence, highlighting strengths and areas for growth, and motivating continued progress. However, portfolios also require standardization, feasibility for large-scale assessment, and valid grading criteria to evaluate quality.
Portfolio assessment by dr.shazia zamir
A portfolio is a collection of a student's work that demonstrates their efforts, progress, and achievements over time. It is designed to provide a more holistic assessment of a student's skills and accomplishments compared to single, snapshot assessments. There are different types of portfolios, including working portfolios that document ongoing progress and celebration portfolios that highlight a student's best work. Effective portfolio assessment involves students in selecting portfolio pieces and criteria for evaluation, allows for reflection, and can improve communication between teachers and students. However, portfolios also require significant time and effort to implement effectively.
Portfolios
This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
Portfolio and student reflection
The document discusses using portfolios to help students reflect on their own learning and growth over time. It describes the portfolio process, which includes collection, selection, reflection, and presentation. Portfolios can be used to showcase student work and accomplishments, provide evidence of learning, and be used as an assessment tool. Benefits include helping students see their personal growth, set learning goals, take ownership of their work, and engage in self-reflection. Examples provided include rubrics, reflections on skills and projects, and electronic or concrete portfolio formats. The document also discusses implementing language-focused portfolios for AP Spanish students to curate evidence of growing language skills and get feedback.
Portfolios
Portfolios can take several forms and serve different purposes. Developmental portfolios demonstrate student skill progression over time through self-assessment and feedback. Assessment portfolios evaluate competency against standards. Showcase portfolios highlight exemplary work for employment. Most portfolios are hybrids that incorporate elements of development, assessment and showcase. Effective portfolios include student information, artifacts, reflections, and standards-aligned assessments to document growth and skill attainment. Various tools can be used to create digital portfolios for students, faculty, and assessment.
Portfolio Assessment
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
Introduction to Portfolio
Topic: Introduction to Portfolio
Student Name: Anusha
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Evaluation Criteria for Portfolio
The document outlines criteria for evaluating student portfolios, including sharing evaluation criteria with students early on, evaluating individual samples, student improvement, and final performance level. It also provides general criteria for assessing portfolio structure, such as having a clear purpose, evidence of various and complex learning, enough entries to make valid judgments, and student self-evaluation and reflection.
Portfolio in assessment method
The document discusses student portfolios as a form of assessment. It defines a student portfolio as a collection of work that represents a student's skills and achievements. There are two main types: process portfolios document learning over time, while product portfolios showcase mastery of objectives. Effective portfolio assessment involves students and teachers identifying contents, developing evaluation procedures, and having conferences to review progress. Portfolios promote self-reflection, allow flexible assessment, and enable measurement of multiple dimensions of learning. However, they also require extra time for planning, management, and subjective scoring.
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Portfolio Revision
A portfolio is a collection of documents that provides a record of a teacher's ideas, objectives, teaching methods, effectiveness, and assessment/improvement of teaching. There are different types of portfolios including process-oriented, product-oriented, showcase, and documentary. The portfolio process involves collection, selection, reflection, and connection of materials. A teaching portfolio contains work samples, assessments, reflections, and other documentation of a teacher's skills and accomplishments.
Portfolio Guidelines 7 15 05
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
Portfolio2009 Student
A portfolio is a collection of a student's work that shows their efforts, growth, and achievements over time. It can include work samples, projects, written assignments, and self-reflections. When creating a portfolio, students should collect work samples often, periodically select pieces to include based on criteria, and continuously reflect on the selected work and their growth. The portfolio process culminates with the student proudly presenting their curated portfolio as a demonstration of their strengths and development.
5.4 STAGES IN IMPLEMENTING PORTFOLIO ASSESSMENT
The document outlines 6 stages to implementing portfolio assessment:
1. Identifying teaching goals to assess and guide student work selection.
2. Introducing portfolio assessment to students who may not be familiar with it.
3. Specifying portfolio content including required and optional items and how each will be assessed.
4. Giving clear guidelines for portfolio presentation including formatting, drafts, and reflections.
5. Informing administrators, parents, and stakeholders about the new assessment procedure.
6. Supporting students through conferences, self-reflection, and feedback during portfolio development.
Portfolio Assessment
A portfolio is a collection of a student's work that shows their progress and achievements in one or more areas of study. It must include student participation in selecting pieces, criteria for selection, criteria for judging quality, and evidence of self-reflection. A portfolio demonstrates growth over time through samples of a student's work and allows them to self-assess their strengths and weaknesses. Teachers and students should agree on clear criteria for selecting and assessing portfolio contents.
Portfolio Assessment Overview
This document provides an overview and requirements for portfolio assessment across 3 modules (CPD4518, CPD4519, CPD4520) for a specialist dyslexia training program. Each module requires completion of case studies and teaching practice activities focusing on assessment, lesson planning, and evaluating the effectiveness of multi-sensory teaching strategies for dyslexic students. Learners work directly with students to gain experience and submit annotated lesson plans, assessment reports, and reflections on teaching sessions for assessment.
Purposes of portfolio assessment
Portfolio assessment has several benefits over traditional testing methods:
1) It matches the assessment of student work to classroom activities and discussions, rather than being separate from classroom learning.
2) The goals are clear to both teachers and students from the beginning, and students ensure their portfolios demonstrate achievement of these goals.
3) It provides a more comprehensive profile of student abilities by showcasing depth, breadth, and growth of learning over time without test pressures.
Portfolio Assessment
This document discusses portfolio assessment and provides guidance on developing portfolio assessments. It defines a portfolio as a planned collection of student work and achievements that is created collaboratively between the teacher and student. It notes portfolios can show a student's mastery, effort, growth, and the process they took to learn. The document then provides steps to develop portfolio assessments, including deciding the purpose, skills to assess, who will plan it, what to include, how to rate items, and logistical details.
Portfolio Assessment
The document discusses student portfolios. It states that a portfolio is a collection of a student's work that shows their achievements and progress over time. It is more accurate than transcripts because it includes all of a student's work, both in and out of school. A portfolio must include a student's best works with details of titles, dates and prizes. It also includes all individual and group activities. Teachers can use portfolios to identify students' extracurricular activities. Portfolios are evaluated based on criteria such as content, format, originality, reflection of skills, and punctuality of submission.
Portfolio
The document provides guidance on creating a teaching portfolio. It explains that a teaching portfolio is a collection of documents that record a teacher's ideas, objectives, teaching methods, courses taught, effectiveness, and methods for assessment and improvement. It should include items like a table of contents, examples of student work, assessments and reflections. The portfolio process involves collection, selection, reflection, and connecting items. It is used to assess teachers on cognitive, affective, and psychomotor behaviors.
PORTFOLIO EXPLANATION
The document discusses portfolio assessment, which involves students collecting a selection of their work over time to demonstrate their progress and achievements. Key points include:
- Portfolios contain purposefully selected student work and reflections that show growth. Students are involved in selecting pieces.
- Portfolios provide qualitative evidence of learning across different skills and can focus on specific areas. They enable students to demonstrate learning to others.
- Building a portfolio engages students in self-assessment and goal-setting. It gives teachers a comprehensive profile of each student's abilities.
- Portfolios should include core required items as well as optional student-selected items. Dates, drafts, and reflections are important elements.
Portfolio writing
Portfolio writing involves collecting a body of student work over time to demonstrate development and improvement. It allows students to assess their own progress, focuses instructors on the full body of work, and helps students improve evaluation skills. Effective portfolios are personalized, organized, and exhibit skills, knowledge, and experiences. Benefits include building confidence, highlighting strengths and areas for growth, and motivating continued progress. However, portfolios also require standardization, feasibility for large-scale assessment, and valid grading criteria to evaluate quality.
Portfolio assessment by dr.shazia zamir
A portfolio is a collection of a student's work that demonstrates their efforts, progress, and achievements over time. It is designed to provide a more holistic assessment of a student's skills and accomplishments compared to single, snapshot assessments. There are different types of portfolios, including working portfolios that document ongoing progress and celebration portfolios that highlight a student's best work. Effective portfolio assessment involves students in selecting portfolio pieces and criteria for evaluation, allows for reflection, and can improve communication between teachers and students. However, portfolios also require significant time and effort to implement effectively.
Portfolios
This document discusses the use of portfolios in educational settings to document and showcase student and faculty work. It describes three main types of portfolios: developmental portfolios that track student growth over time, assessment portfolios that demonstrate skills and competencies, and showcase portfolios that highlight exemplary work. Most portfolios have elements of multiple types. Benefits of portfolios include improved learning, understanding, and differentiation of students. The document provides guidance on creating portfolios, including defining goals, audience, content, and tools.
Portfolio and student reflection
The document discusses using portfolios to help students reflect on their own learning and growth over time. It describes the portfolio process, which includes collection, selection, reflection, and presentation. Portfolios can be used to showcase student work and accomplishments, provide evidence of learning, and be used as an assessment tool. Benefits include helping students see their personal growth, set learning goals, take ownership of their work, and engage in self-reflection. Examples provided include rubrics, reflections on skills and projects, and electronic or concrete portfolio formats. The document also discusses implementing language-focused portfolios for AP Spanish students to curate evidence of growing language skills and get feedback.
Portfolios
Portfolios can take several forms and serve different purposes. Developmental portfolios demonstrate student skill progression over time through self-assessment and feedback. Assessment portfolios evaluate competency against standards. Showcase portfolios highlight exemplary work for employment. Most portfolios are hybrids that incorporate elements of development, assessment and showcase. Effective portfolios include student information, artifacts, reflections, and standards-aligned assessments to document growth and skill attainment. Various tools can be used to create digital portfolios for students, faculty, and assessment.
Portfolio Assessment
The document discusses portfolio assessment and provides details about its contents, types, and process. Some key points:
- Portfolio assessment is a collection of a student's work that is more accurate than transcripts alone. It includes academic and extracurricular activities.
- There are five types of portfolios: working, developmental, documentary, showcase, and evaluation. Each has a specific focus like skills development or grading.
- The portfolio process involves goal setting, selecting entries, performing tasks, gathering data, reflection, exhibition, and evaluation based on criteria like content and originality.
- Portfolios are evaluated by the student, peers, teachers and advisor to provide a holistic assessment of performance.
Introduction to Portfolio
Topic: Introduction to Portfolio
Student Name: Anusha
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Evaluation Criteria for Portfolio
The document outlines criteria for evaluating student portfolios, including sharing evaluation criteria with students early on, evaluating individual samples, student improvement, and final performance level. It also provides general criteria for assessing portfolio structure, such as having a clear purpose, evidence of various and complex learning, enough entries to make valid judgments, and student self-evaluation and reflection.
Portfolio in assessment method
The document discusses student portfolios as a form of assessment. It defines a student portfolio as a collection of work that represents a student's skills and achievements. There are two main types: process portfolios document learning over time, while product portfolios showcase mastery of objectives. Effective portfolio assessment involves students and teachers identifying contents, developing evaluation procedures, and having conferences to review progress. Portfolios promote self-reflection, allow flexible assessment, and enable measurement of multiple dimensions of learning. However, they also require extra time for planning, management, and subjective scoring.
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Similar to Portfolios PD
Portfolio Assessment
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
Portfolio Assessment Methods
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
Chapter-5-Portfolio-Assessment-Methods (1).pptx
The document discusses portfolio assessment methods for education students. It covers the key topics of portfolio assessment including the features and principles, purposes, essential elements, stages of implementation, types of portfolios, and assessing/evaluating portfolios. The chapter is divided into lessons that provide activities and explanations of these portfolio assessment topics to help students understand how to develop, implement, and evaluate portfolios as an assessment method.
PED 107E - Module 7.pptx
This document discusses portfolio assessment and how to implement it effectively. It defines a portfolio as a systematic collection of a student's work that demonstrates learning over time. There are three main types of portfolios: assessment, developmental, and showcase. The document outlines the essential elements of a portfolio, including reflections, drafts, and presentation. It also provides a four stage process for implementing portfolio assessment, beginning with identifying learning outcomes and ending with notifying stakeholders of the new assessment method.
Portfolio assessment (educ8)
A portfolio is a collection of a student's work that shows their progress and achievements over time. It includes student-selected work and evidence of self-reflection. A portfolio assessment involves students working with teachers to select their best work samples related to the topic. It provides evidence of growth and development. The criteria for selecting and assessing portfolio contents must be clear to students and teachers. Implementing portfolio assessment involves identifying teaching goals, introducing the concept to students, specifying portfolio requirements, providing presentation guidelines, informing stakeholders, and supporting students through the development process.
How to write a student portfolio.pdf
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Lecture 5 Portfolio Assessment assessment in learning 2
This document provides information on portfolio-based assessment, including its definition, purposes, features, essential elements, implementation stages, and types. Some key points:
- A portfolio is a purposeful collection of a student's work that exhibits their efforts, progress and achievement. It is not a scrapbook.
- Portfolio assessment matches assessment to teaching, gives a profile of learner abilities, has clear goals, and assesses a variety of skills. It develops student awareness of their own learning.
- Essential portfolio elements include a cover letter, table of contents, entries with dates and reflections, and drafts/revised versions of work.
- Implementing portfolio assessment involves identifying teaching goals, introducing the concept to
E-Content-MCC-08-Portfolio Assessment.pdf
This document discusses portfolio assessment and what goes into a portfolio. It provides definitions of portfolio assessment and explains that a portfolio is a collection of a student's work gathered over time that demonstrates learning and skills. There are two main types of portfolios discussed: working portfolios that include works in progress and finished samples used for assessment, and showcase portfolios that feature a student's best work. The document outlines what can be included in portfolios like classwork, reflections, and drafts, and explains their purpose is to authentically demonstrate a student's mastery of concepts.
Portfolio
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Fact and Opinion
There are three main types of portfolios: working portfolios, display portfolios, and assessment portfolios. Working portfolios are a record of the learning process and include works in progress. Display portfolios showcase a student's best work and allow students to feel pride in their accomplishments. Assessment portfolios document what a student has learned and include examples of work that demonstrate mastery of curriculum objectives.
PORTFOLIO-BASED ASSESSMENT
Portfolio-based assessment involves students curating a collection of their work over time to demonstrate their progress and achievements. A portfolio contains both required "core" elements and optional student-selected items. It allows assessment of a variety of skills through samples of work showing growth. Effective portfolio assessment includes clear goals, student reflection, and feedback through student-teacher conferences where progress is discussed and future goals are set. Rubrics are used to guide self-assessment and evaluation of portfolio entries.
Portfolio Assessment
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
ASSESSMENT.pptx
Portfolio assessment involves students gathering multiple examples of their work and growth over time in a course. It is more authentic than one-time tests as it shows the learning process. The portfolio development process involves students setting goals, collecting work examples, selecting the best pieces, organizing their portfolio, reflecting on their learning, being evaluated using rubrics, conferring with teachers, and potentially exhibiting their portfolio. Portfolios can be working collections, collections of best work, or a combination showing the learning process.
Alternative Assessment
A look at the benefits of portfolios and other forms of assessment. This presentation was given in the Pedagogy Circle on Nov 11 and Nov 12, by Joanne Chesley, Ed.D.
Lau portfolio a16709
This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment, including being more learner-centered and assessing a broader range of skills. Details are provided on sample portfolio contents and procedures, how to evaluate portfolios, and strengths and weaknesses of the approach. More recently, electronic portfolios have gained attention as a more efficient alternative to paper portfolios.
Lau portfolio a16709
This document discusses the implementation of portfolio assessment in an ESL/EFL classroom. It begins by providing background on the author's experience and questions as an EFL teacher that led them to explore alternative forms of assessment beyond traditional tests. It then defines portfolios and discusses their purposes and advantages over traditional assessment in providing a more holistic and learner-centered evaluation. Specific guidelines are provided on the contents, procedures, and steps to implement effective portfolio assessment in the classroom. Both the strengths and weaknesses of portfolio assessment are examined. The document concludes by discussing electronic portfolios as a more modern alternative to traditional paper portfolios.
protfolio assessment 1.pptx2119912345781937
This document provides information on portfolio-based assessment. It discusses what a portfolio is, the purposes and advantages of portfolio assessment, essential elements that should be included in every portfolio, and different types of portfolios. The key points covered are:
- A portfolio is a collection of a student's work that shows their progress and achievements over time.
- Portfolio assessment allows for a more holistic evaluation of students' skills and growth compared to traditional testing.
- Effective portfolio assessment involves clear goals, student reflection, and communication between teachers and students.
Assessment of learning2
The document discusses portfolio assessment as an alternative to traditional testing. It describes portfolios as collections of student work that demonstrate skills and abilities. The document provides guidance on setting up effective portfolio assessment, including deciding on a purpose, selecting work samples, developing a scoring rubric, and providing feedback through student-teacher conferences. It notes benefits of portfolios in showcasing student work and progress over time, but also challenges in reliability, time requirements, and controlling outside influences.
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Lecture 5 Portfolio Assessment assessment in learning 2
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Portfolios PD
- 1. portfolios
- 2. portfolios
- 3. portfolios What is a portfolio?
- 4. portfolios three types? Proof Process Product
- 5. portfolios Proof A.K.A. Documentation Portfolio: This type is also know as the "working" portfolio. Specifically, this approach involves a collection of work over time showing growth and improvement reflecting students' learning of identified outcomes. The documentation portfolio can include everything from brainstorming activities to drafts to finished products. The collection becomes meaningful when specific items are selected out to focus on particular educational experiences or goals. It can include the bet and weakest of student work. Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February). "What Makes a Portfolio a Portfolio?" Educational Leadership
- 6. portfolios Process A.K.A. Process Portfolio: This approach documents all facets or phases of the learning process. They are particularly useful in documenting students' overall learning process. It can show how students integrate specific knowledge or skills and progress towards both basic and advanced mastery. Additionally, the process portfolio inevitably emphasizes students' reflection upon their learning process, including the use of reflective journals, think logs, and related forms of metacognitive processing. Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February). "What Makes a Portfolio a Portfolio?" Educational Leadership
- 7. portfolios Product A.K.A. Showcase Portfolio: This type of portfolio is best used for summative evaluation of students' mastery of key curriculum outcomes. It should include students' very best work, determined through a combination of student and teacher selection. Only completed work should be included. In addition, this type of portfolio is especially compatible with audio-visual artifact development, including photographs, videotapes, and electronic records of students' completed work. The showcase portfolio should also include written analysis and reflections by the student upon the decision-making process(es) used to determine which works are included. Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991, February). "What Makes a Portfolio a Portfolio?" Educational Leadership
- 8. portfolios three adjectives or adjectival phrases
- 9. portfolios How could my department/class contribute to a student portfolio to show powerful learning?
- 10. ePortfolios What is an ePortfolio?
- 11. ePortfolios How could an ePortfolio improve... Lifespan Variety of artefacts Sharing / Audience Feedback process Ownership Peer evaluation
- 12. ePortfolios An template to guide the students...
- 13. portfolios