The portfolio


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The portfolio

  1. 1. The Portfolio1.Monday, 28 January 2013
  2. 2. Its uses.• Tracking student progress.• Helps in continuous, cumulative and summative assessment.• Tracking teacher progress.• Improving both teacher’s and student’s work.
  3. 3. The context• Works best initially, ideally, in a small class where the teacher student ratio is kept to the minimum.
  4. 4. Definition• It is something like a course file kept over the semester by the student, but flexible as to context.• It is monitored by the teacher, structurally.• It is an exhibition of samples of work done, not necessarily the best work but aiming to ensure that the student is able to track his or her own progress. Can also include handouts serving a dual purpose if need be.
  5. 5. Example:• Poetry portfolio of ………… Semester 1, level 5• Would sontain syllabus distribution, bare syllabus, handouts like glossary of literary terms.• Work done – samples. This is the main• component.
  6. 6. Example continued –specific toPoetry.• I Sample of write up or brief bio on an author and his works and time – Tennyson.• Teacher’s correction and remarks (if need be.)• Second sample, corrected.
  7. 7. Sample of summary of a poem:• First draft of “There is no frigate like a book” paraphrased.• Corrected version• Final draft
  8. 8. Sample of analysis of a poem• First draft of “Mind’s” (Richard Wilbur) analysis.• Corrected draft• Final draft
  9. 9. Essay sample: (optional)• Must include author note, summary and analysis• Corrected version – question to be given by teacher.• Final draft• This can also deal with plagiarism, research elements etc. Example, giving bibliography and footnotes, indexing –so that research skills is built as a component right through every subject.
  10. 10. Quizzes 1• Choose the correct answer - MCQs
  11. 11. Quizzes 2• Match the following
  12. 12. Quizzes 3• Definitions with examples so it is application oriented and leads to learning analysis.
  13. 13. Quiz four• True or False or Yes or No questions
  14. 14. Quiz five• Complete or fill in the blanks. Both types, direct and indirect, where answer is given and not given.
  15. 15. Presentations:• The summary, analysis or essay can be done as powerpoint presentations too. This could be given some extra weightage. This whole process is vaid only if the five marks of internal assessment is raised to 25 maybe and the I Mid Term becomes 25 marks and the final 50 marks including 10 marks for attendance.
  16. 16. Answering short questions inwritten form.• These can be taken from the text book itself, and act as a step towards analysis of the poem – provided some are direct and some indirect.
  17. 17. Other ideas.• The student also files copies of question paper models of previous semester and tries to answer them.• The student also tries to keep his or her own attendance. (Both these suggestions are controversial and not to be adopted as of now. )
  18. 18. Other ideas• The student can gather resources from the net or libraries for help, as notes, over and above what is found in the textbook.• This will help towards self sufficiency.
  19. 19. Minimum• 10 to 15 pieces in portfolio• First drafts, corrections, final drafts for subjective exercises plus model questions• To keep the work light for the teacher which is very important the whole exercise is to be seen as student driven.
  20. 20. Advantages• For assessment the teacher can choose from the student’s work the best on offer or assign a mark regarding the overall quality of the portfolio. The latter is preferable but a completion rubric may be helpful in case portfolio has t be assessed not y course teacher. This means one assesses completion and not quality except in one instance.
  21. 21. Advantages• It is a way of covering the portion and equipping the student for the exam simultaneously plus going beyond this to some skills for the next level and the outside world of employment.
  22. 22. Advantages• It can help shift them partially to digital awareness and literacy by asking them to give some things in typed, some gathering of resources from the net, some little research to be done, a presentation to be made by pairs or groups etc. One can have even field trips, data collection, analysis and write ups.
  23. 23. The portfolio as future tool• Many places now ask for portfolios of students and employees and not CVs. They even ask for audio, text and video portfolios.
  24. 24. The portfolio as future tool• Thus if students getting high marks are allowed to exhibit their answer scripts, for instance ( and even teachers’ of such students) it becomes evidence of their ability to reach learning goals or outcomes matching learning objectives. I know this idea is controversial but it is practised in some places.
  25. 25. The End• Workshop is try and define the items you think would be essential in a portfolio for your subject – one that you are teaching. List them out as clearly and completely as possible and try and make it of maximum benefit and use for you and the student. Thank you.• © Dr A.V. Koshy 2013 January 28