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Using Portfolios in the Classroom
Overview of presentation Definitions Values Limitations Steps in designing a portfolio
Definitions of Portfolios “Systematic collections of student work selected to
provide information about students’ attitudes and motivation, level of development and growth over time.”
(Kingore, 1993) “A purposeful, chronological collection of student work,
designed to reflect student development in one or more areas over time and student outcomes at one or more designated points in time.”
(French, 1992) “Purposeful collection of student work that exhibits the
student’s efforts, progress, and achievements in one or more areas.”
(Del Vecchio et.al, 2000)
Possible Values of Using Portfolios
Views of student growth Invites self-evaluation Encourages student and teacher creativity Can show progress towards long-range goals Encourages the use of integrated activities with
emphasis on depth of learning Can link learning to the world of work Represent actual learning experiences and provide
evidence of performance beyond acquisition of factual knowledge
Values of Portfolios (cont.) Provide opportunities for improved student self-image Increase students’ responsibility for their own learning and
intrinsic motivation Incorporate examples of student’s higher-level thinking and
problem solving Can be used by teachers to monitor class progress, provide
feedback to students and parents Encourage a collaborative effort between teachers and students Help to increase awareness of the abilities of special
populations (Kingore, 1993) www.tenet.edu/teks/science/stacks/instruct/portfol.html#tool
Possible Limitations of Using Portfolios
Requires administrators and teachers who believe in their value and are well trained in their implementation
Must evolve over a prolonged period of time Volume may be mistaken for quality Not comparable Worthwhile activities may be time-consuming to
develop and administer Difficult to use for assessing very specific objectives Assigning a single quantitative score can negate the
richness of the portfolio (Kingore, 1993) www.tenet.edu/teks/science/stacks/instruct/portfol.html#tool
Conceptual Structure The planning and decision-making behind a
portfolio project which establishes the priorities and long-term value of the process
Before initiating portfolio assessment the concept of portfolios must be decided upon by teachers and administrators
The decisions about the conceptual structure are based upon the clarification and communication of many factors
(Kingore, 1993)
Portfolio Questionnaire
The following questionnaire is intended to help teachers summarize their current thoughts about establishing or refining a portfolio program in their school.
Teachers should not feel limited to the options presented in these questions.
(Kingore, 1993) (Hastings, 1999) www.tenet.edu/teks/science/stacks/instruct/portfol.ht
ml#tool
Sample Sources
Where do you think student samples should come from? Classroom and curriculum Discipline, department or block program School wide Outside of school Other
Limits to Samples Are there any outside boundaries
defining the limits of an acceptable sample?
Will the portfolio contain only the best work of students, reflect their learning growth and progress over time, or both?
Will you allow self-graded work or ungraded work from school?
Required Samples General Type
Is there a general type of sample that you would like students to include in their portfolio?
Think of the traits you hope students will be encouraged to include in their portfolio?
May include work related to demonstrate: Citizenship Life-long learning Critical thinking Problem-solving Computing
Possible Student Samples
Art Language experience
dictations Written reports First drafts and revised
writing Math samples Written personal
response
Reading or writing logs Journal entries Lab reports Group reports or
projects Self-evaluations and
reflections Photographs of three
dimensional products
Portfolio Designers
Who should design the portfolio program? Make a list of all the people you could invite, then
reduce it to a manageable number. People to consider include:
Classroom teacher Team of practitioners (dept., committee) school wide Team of practitioners district wide Administrators Students
Oral Presentations
Will your students be asked to share or present their portfolios?
Who will be invited to view student portfolios? Student creator and teacher Peers Guardians Future or next year’s teachers Administrators People invited by the student
Audience Expectations
How do you want to involve your audience in the process? What would you like them to do? Listen to students Advise students Grade and evaluate portfolios or the
presentation Ask questions and offer praise Other
Grading Portfolios
How will you grade the portfolio effort? The entire product will be graded using a rubric
spelling out criteria for appearance and completeness Selected samples will be graded individually Specific skills will be graded using a rubric or other
predetermined standard It will not be graded The student’s self-evaluation will be graded for
accuracy by comparing it to a second evaluator’s score for matching validity
Grading Sequence
Do you want to give one all-or-nothing grade at the end, or use a process of grading in progressive steps toward completion? Examples:
Earning points along the way for turning in 10 work samples
Completing an outline Creating an entire package Making a presentation
Aesthetic Standards for Final Product
Do you want your students’ portfolios to have a consistent or unified look?
Establish a minimum set of elements for each portfolio. Cover Title page Table of contents Overview Page numbers Conclusion or reflection statement
Aesthetic Standards for the Individual Samples
What about individual portfolio samples, should they have a unified style or common look? Are there certain things you want included in each sample? What must minimally accompany each sample? Title Captions Student evaluation of the sample’s value or purpose What student learned
Archiving Frequency
How often should students be expected to archive materials or add to their portfolio? Weekly Monthly Quarterly Yearly Other
Access to Portfolios
Who will have access to portfolios? Students Teachers Administrators Family Other
Storage Who is responsible for storing portfolios?
Where will this be done? Choosing a container to use for storage depends
on four factors: Be strong enough to withstand a whole year’s use Occupy no more classroom space than is
comfortably available in most classrooms Be economically feasible Be readily accessible to students so the portfolios
can be a natural part of daily classroom activities
Work Time Options - Where
When will students work on their portfolios? In a specific class In a block class During a special activity or advisory period As they finish assignments that can be placed in
their portfolio Totally outside of school
Work Time Options - How Often
How much time should students be given to work on their portfolio in school? One period or hour per day One period or hour per week One period or hour per month Other
Culminating Event --Yes or No?
If you choose to have a culminating event, what kind would you like to see? Parent and teacher conference Peers or class review Family evaluation Review by committee Presentation and celebration Teacher/student interview
Culminating Event - When
When could portfolios be shared, evaluated, and presented? After school During teacher prep periods Special days where school closes and
conferences are held Specified portfolio day Other
Presentation References (2000). Portfolios. [On-line]. Available:
http://www.tenet.edu/teks/science/stacks/instruct/portfol.html#tool. Retrieved on April 6, 2002.
Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar (Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.
French, R. (1993). Portfolio Assessment and LEP Students. [On-line]. Available: http://www.ncbe.gwu.edu/ncbepubs/symposia/second/vol1/portfolio.htm. Retrieved on March 6, 2002.
Genesse, F. & Hamayan, E.V. (1991). Classroom-based Assessment. In F. Genesee, ed., Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. New York: Cambridge University Press.
Hastings, E. Portfolio Questionnaire. Texas A&M University Methods Course, Fall 1999.
Presentation References (cont.)
Kingore, B. (1993). Portfolios: Enriching and Assessing All Students (1st ed.). Des Moines: Leadership Publishers Inc.
Navarrete, C. & Gustke, C. (1996). A Guide to Performance Assessment for Linguistically Diverse Students. [On-line]. Available: http://www.ncbe.gwu.edu/miscpubs/eacwest/performance/index.htm. Retrieved on March 7, 2002.