PORTFOLIOSWhat are portfolios?Types and StructuresDeveloping PortfoliosStrengths/Weaknesses

WHAT ARE PORTFOLIOS?

Purposeful, organized collection of evidence/artifacts that demonstrate a person’s knowledge, skills, abilities, or dispositions

Provides teachers with collections of work/evidence with which to make decisions Comprehensive view of student knowledge Decisions made more reliable and more valid

Can provide students with the opportunity to take part in self-assessment/self-reflection

Musial, N

ieminen, T

homas, &

Burke (2009)

WHAT ARE PORTFOLIOS?

Can be professional in nature or educational

Can form an assessment collaboration between teacher and student

Musial, N

ieminen, T

homas, &

Burke (2009)

WHAT ARE PORTFOLIOS?

Educational Portfolio Characteristics: predefined, clear purpose specific evidence/artifacts selected based on the

purpose self-reflection process (if students are active

participants) scoring criteria with which to judge quality communication of strengths and learning needs to

students/parents/fellow teachers/ administrators

Musial, N

ieminen, T

homas, &

Burke (2009);

Arter &

Spandel (1992)

TYPES AND STRUCTURES Types and Structures are directly determined

by the purpose/use of the portfolio

Stiggins (2005); B

urke, Fogerty, B

elgard (2004); M

cMillan (2004)

TYPES AND STRUCTURES Growth Portfolios

Purpose: To display changes and accomplishments related to academic performance over time

A collection of work exhibiting accomplishment concerning a specific proficiency across a span of time

Emphasizes the process of learning Collection exhibiting specific skill can be

analyzed and evaluated to determine the growth(or lack there of) of the specific skill over time

Appropriateness: K & up - teacher collecting, 3rd grade & up students can participate in the process.

Mueller (2011); S

tiggins (2005); Burke, F

ogerty, B

elgard (2004); McM

illan (2004)

TYPES AND STRUCTURES: GROWTH PORTFOLIO Project/Product Portfolios

Purpose: To show the steps &/or result of a completed project or task

Collection of the work that the students do along the way in an effort to complete the final product

Includes multiple parts that, in collection, equal one final project/product

Appropriateness: K - 2nd grade with teacher collecting parts for final product, 3rd grade and up with students responsible for collecting

TYPES AND STRUCTURES: GROWTH PORTFOLIO Journal Portfolios

Purpose: To provide a structure for students to collect and reflect on their work continuously

Students continually enter work, typically dealing with one skills or set of skills.

Work is continuously analyzed and evaluated by students (2nd grade & up) and teachers (K & up) as a reflection of progress

Appropriateness: K & up - good for all, evaluation increasingly focused on students rather than just teachers as children get older.

Stiggins (2005); B

urke, Fogerty, B

elgard (2004); M

cMillan (2004)

TYPES AND STRUCTURES Evaluation/Standards-Based Portfolios

Purpose: To collect evidence that links student achievement to particular learning standards

A collection of work exhibiting accomplishment concerning a specific set of learning standards that are predetermined by teacher/administrator/government agency a the beginning of the year Single or Multiple artifacts would be gathered in support of

the level of mastery of an individual or group of standards. All artifacts would be collected and submitted for evaluation at specific point(s) during the year.

Appropriateness: K & up - due to high stakes implications, teacher collection w/ increasing, but limited student participation as children get older.

Mueller (2011); S

tiggins (2005); Burke, F

ogerty, B

elgard (2004); McM

illan (2004)

TYPES AND STRUCTURES Showcase/Celebration Portfolios

Purpose: To collect and display students’ favorite works or accomplishments

Emphasizes the products of learning Based on students’ personal criteria rather than the

criteria of others requires a great deal of self-reflection on the part of the student

Collection exhibiting personal favorites can be displayed for parents/visitors & can be analyzed for areas of instruction that should be emphasized more in the classroom

Appropriateness: K & up - with focus solely on students participating in and completing the vast majority of the process.

Mueller (2011); S

tiggins (2005); Burke, F

ogerty, B

elgard (2004); McM

illan (2004)

PORTFOLIO

A portfolio may tell more than one story, including more than one category

What is critical is that the purpose(s) is clear throughout the process to student, teacher and any other pertinent audience.

Will work through portfolio development in lab this week.

REFLECTION

Reflection component – the most critical element of a good portfolio.

"The portfolio is something that is done by the student, not to the student." (Paulson, Paulson and Meyer, 1991)

Direct Student Involvement Ongoing throughout the portfolio

development. Multiple reflective activities.

Mueller (2011)

REFLECTION

In the reflection phase students are typically asked to comment on why specific samples were selected comment on what they liked and did not like in the

samples comment on or identify the processes involved in

developing specific products or performances describe and point to examples of how specific skills or

knowledge improved (or did not) identify strengths and weaknesses in samples of work

set goals for themselves corresponding to the strengths and weaknesses identify strategies for reaching those goals

assess their past and current self-efficacy for a task or skill complete a checklist or survey about their work

DEVELOPING PORTFOLIOS Clarify the overall purpose of the portfolio

and the type of portfolio Relate the purpose to your ALCOS and Behavioral

objectives Determine what evidence/artifacts needs to

be included in the portfolio How do these artifacts relate to valued learning

Identify the physical structure of the portfolio Determine the level of student involvement

Amount of and type of support you would need to provide to the students in order for their participation to be a success

Musial, N

ieminen, T

homas, &

Burke (2009)

DEVELOPING PORTFOLIOS Determine student self-reflection/self

assessment opportunities, if any Identify scoring criteria for the portfolio

Develop a full rubric for this process or Use the rubric provided to you by administrators/state dept.

Share the scoring criteria with all who will view portfolio feedback and results Students/Parents/other

Teachers/Administrators/State Dept. Clarify communication method for providing

results of evaluation and feedback

Musial, N

ieminen, T

homas, &

Burke (2009)

STRENGTHS AND WEAKNESSES

Strengths Self-reflection and self assessment Visually representation of growth in skills and

knowledgeAids in motivation

Decisions made about knowledge/skills/ abilities/dispositions are more reliable and valid

Directly linked to instruction and a formative approach to summative assessmentassessment is continual and ongoing throughout the learning process

Musial, N

ieminen, T

homas, &

Burke (2009);

Hughey S

urman (2008); A

rter (2006)

STRENGTHS AND WEAKNESSES

Weaknesses Like PA’s, portfolios are time consuming to develop

and evaluate Evaluation is very subjective in nature

can be made less so with well developed rubrics for grading/analyzing

Extensive organization & management of materials, in addition to the space to storecan be expensive

Requires extensive feedback for meaningful growth

Musial, N

ieminen, T

homas, &

Burke (2009);

Hughey S

urman (2008); A

rter (2006)