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Portfolios

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by

Paige Clark

on 31 October 2012

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Transcript of Portfolios

Portfolios What is a portfolio? Collection of work from the students in the classroom that includes:
Strategies they’ve used
Processes they’ve demonstrated
Progress they’ve made
Achievement and effort over a period of time

* Every component put into the portfolio, is assessed by the student according to a list of specific criteria What are portfolios for? The focus at first was the ending product
-How should the portfolio look?
-How can it be scored?
-Who would score it?
Value of the portfolio = Process of development
-How students view their work from when they first start learning to where they currently are
Assessment
-Small-scale (teachers, students, parents
-Grand-scale (local and state administrators) Student Self-awareness
-Responsibility
-Confidence
-Self-esteem
-Goal setting
Increased use of reading strategies
Practice analytical and critical thinking
Evaluate, Synthesize, and Summarize Benefits of the Portfolio Teachers:
-Increased student learning
-Engage students in their own learning process
-More explicit instruction
-Reflective
-Increased assessment ability
-Engaging instruction
-Observed transformation of students Collection of Student Work Not all student work is included
- Specific entries allow for comparison of student learning from various points in time
Record of overall learning
- Not just final products
- Strategies and processes that helped student to achieve final product
Example:
Book Report = Final Product
Reading the book, writing predictions, summary of chapters = Process Evaluation of Student Work Students choose the criteria for the work to be based off of
-Self-reflection
-Self-assessment
Students can explain their learning, if they are the ones who are determining the assessment
-Used to traditional grading practices
-“Teacher talk”
-Must be realistic How Do We Lay the Groundwork for Portfolios? - Selecting pieces for portfolio
- “This was good, I got an A.”
- Students have to be involved in assessment from the beginning
- “Assumptive teaching” Student Input - “If we do not articulate the specific characteristics of A work, kids will have difficulty assessing what constitutes an A.”
- Provide clear expectations
- Show examples of good student work
- Criteria written down and displayed where students can see
- Charting Strategies For More Transparent Learning - Simple and straightforward
- Naming and writing down on chart paper the important strategies, steps, or characteristics of a process to serve as a reminder of your instruction Charting What Effective Readers Do When They Get Stuck on a Word
-Skip over the word and read to the end of the sentence
-Go back and put in a work that makes sense- read the words around it or use picture clues.
-Try a word that sounds like the way we talk
-Think of a word that beings with the sound of the first letter, ends with the sound of the last letter, and blend sounds for a real word. Examples How Writers Fix Their Writing
- They read what they have written to someone else
- They answer questions about their writing
- When they make a mistake, they bracket it and change it Another Example 1. Measures instructional effectiveness
2. Gives teachers diagnostic information
3. Serve as valuable references during class
4. Lays groundwork for student involvement in the self-assessment process
5. Provides progressive record of instruction Why is charting so necessary? - Clear expectations
- Examples of exemplary work Pre-Portfolios Baseline Data What is it? -Sample work demonstrating what a student can do.
-Starting point to measure students progress. Collecting Baseline
Data in Reading Diagnostic reading performance test. -Miscue analysis/ running record
-Listening assessment Primary grades -Read to them
-Check comprehension Look for: Student strengths
Strategies the student uses
Problem areas
Strategies the student needs to learn -Always focus on strengths and strategies in place!
-Create a student-teacher partnership
-Encourage student to take active part in evaluation
-Create goals
-Help student become aware of their own strengths and weaknesses Conferences Make a focus of the portfolio -What subjects will be included?
- Many teachers start with reading and writing then gradually add new subjects Gather assignments into the work folder -Temporarily holds work until items are selected
-Explain portfolio process to parents by letter and back-to-school night How do students
select pieces for
their portfolios? Step 1: Portfolio Charting
Step 2: Modeling the Selection Process
Step 3: Making Selections and Writing Self-Assessment Reflections Step 1: Portfolio Charting - Step back from the individual lessons and look at the accumulated learning
- Reflect with the class as a whole on the traits and attributes of good readers and writers
- Teacher reflection: the information the students give mirrors your own instructional clarity Step 2: Modeling the Selection Process Step 3: Making Selections and Writing Self-Assessment Reflections -Ask an average student to use some of their work samples to model the process
-Look at the piece of writing with the class and name the characteristics of an expert writer that they can identify within the example
-Only comment on the “good writing” traits
-Guide the students to realize they demonstrate the traits of proficient readers and writers - Students read over their work and decide what they want to put in their portfolios
- Self Assessment
I chose this because…
I learned…
My goals are... Reasons Students Choose Particular Pieces Personal Reasons -Grade received
-Using a strategy for the first time
-Trying “really hard”
-Discovering that a piece is, or has become, personally meaningful
-Choosing their best work I learned… and Setting Goals -Use “criteria talk”
-Naming and charting instruction
-Clarifying the criteria for each assignment
-Use the same language when writing evaluations
-Students need to learn the significance of goal setting
-Students have assimilated ideas from listening to their teacher and other students What is Involved in Conferences? -Introduction Letter
-Peer Conference
-Teacher Conference
-Management Considerations
-Parent Involvement Introduction Letter Letter that introduces the reader to the creator of the portfolio
- Describes portfolio’s significance Peer Conferences Rehearse self-assessment ideas to prepare for conference with teachers and parents and get feedback
Steps to Peer Conferences:
1. Establish purpose and parameters
Focus on accomplishments
2. Lay down conference ground rules
3. Peer Portfolio Conference Form
4. Pair students to practice conferences Teacher Conferences Honor and allow student ownership of portfolio
Teacher listens while student articulates thoughts

Goal setting:
- First by student, then by teacher
-“Setting goals further enhances student ownership of learning.” Management Considerations -Students sign up when prepared

-Options for activities for students to do while conferences are being held

-Portfolio reading, evaluating, and writing assessments can replace a language arts lesson

-Discussion that conferences are “sacred”
Must not be interrupted Parent Involvement “Portfolios take the mystery out of assessment for parents. They support the report card, giving hard-copy evidence of a child’s performance, and capturing the essence of your instruction by their authority.” -Have a class or school party
-Share most meaningful piece
-Invite local newspapers, radio, or TV stations When the portfolios return back to school… -Switch with new assignments and projects
-Reflect new knowledge
-Keep baseline data
-Replace old items with new work for the new marking period At the end of the year… -Showcase or master portfolio
-New word indicated new learning, refinement of previous processes, achievement of new development stages
-Represents himself/herself as a learner
-Students growth is important baseline information for next years instruction
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