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Portfolios
What is a Portfolio?
- Are Portfolios Authentic Assessments?
- Purpose: What is the purpose(s) of the portfolio?
- Audience: For what audience(s) will the portfolio exist created?
- Content: What samples of student piece of work will be included?
- Procedure: What processes volition exist engaged in during the development of the portfolio?
- Option of Contents
- Reflection on Samples of Work
- Conferencing on Student Work and Processes
- Management: How will time and materials be managed in the development of the portfolio?
- Advice: How and when volition the portfolio be shared with pertinent audiences?
Evaluation: If the portfolio is to exist used for evaluation, how and when should information technology be evaluated?
Portfolio: A collection of a student's work specifically selected to tell a item story nigh the student
What is a Portfolio?
Annotation: My focus will be on portfolios of pupil work rather than teacher portfolios or other types.
Pupil portfolios take many forms, equally discussed beneath, so it is non easy to describe them. A portfolio is not the pile of student piece of work that accumulates over a semester or year. Rather, a portfolio contains a purposefully selected subset of student work. "Purposefully" selecting pupil piece of work means deciding what type of story you lot want the portfolio to tell. For instance, exercise you want it to highlight or gloat the progress a pupil has made? And then, the portfolio might comprise samples of earlier and later work, frequently with the pupil commenting upon or assessing the growth. Do you desire the portfolio to capture the process of learning and growth? Then, the educatee and/or teacher might select items that illustrate the development of one or more skills with reflection upon the process that led to that development. Or, do y'all desire the portfolio to showcase the final products or best work of a educatee? In that case, the portfolio would likely contain samples that all-time exemplify the educatee's current power to employ relevant noesis and skills. All decisions about a portfolio assignment begin with the type of story or purpose for the portfolio. The item purpose(southward) served, the number and blazon of items included, the process for selecting the items to exist included, how and whether students respond to the items selected, and other decisions vary from portfolio to portfolio and serve to ascertain what each portfolio looks like. I will describe many of the purposes and characteristics in the sections below.
Are Portfolios Accurate Assessments?
Some suggest that portfolios are non really assessments at all because they are simply collections of previously completed assessments. Only, if we consider assessing as gathering of information about someone or something for a purpose, then a portfolio is a type of cess. Sometimes the portfolio is also evaluated or graded, but that is not necessary to be considered an cess.
Are portfolios authentic assessments? Pupil portfolios have most commonly been associated with collections of artwork and, to a bottom extent, collections of writing. Students in these disciplines are performing authentic tasks which capture meaningful awarding of knowledge and skills. Their portfolios often tell compelling stories of the growth of the students' talents and showcase their skills through a collection of accurate performances. Educators are expanding this story-telling to other disciplines such every bit physical education, mathematics and the social sciences to capture the variety of demonstrations of meaningful application from students within these disciplines.
Furthermore, in the more than thoughtful portfolio assignments, students are asked to reverberate on their work, to engage in self-assessment and goal-setting. Those are two of the about authentic skills students need to develop to successfully manage in the real world. Research has found that students in classes that emphasize comeback, progress, effort and the process of learning rather than grades and normative performance are more likely to use a variety of learning strategies and take a more positive attitude toward learning. Notwithstanding in education nosotros accept shortchanged the process of learning in favor of the products of learning. Students are not regularly asked to examine how they succeeded or failed or improved on a job or to set up goals for future piece of work; the final production and evaluation of it receives the bulk of the attention in many classrooms. Consequently, students are not developing the metacognitive skills that volition enable them to reflect upon and brand adjustments in their learning in school and across.
Portfolios provide an excellent vehicle for consideration of procedure and the development of related skills. So, portfolios are often included with other types of accurate assessments considering they move away from telling a student's story though test scores and, instead, focus on a meaningful drove of student functioning and meaningful reflection and evaluation of that work.
Why use Portfolios?
The previous section identifies several valuable goals that make portfolios attractive in educational activity. The sections that follow emphasize that identifying specific goals or purposes for assigning a portfolio is the showtime and almost disquisitional step in creating such an assignment. Just as identifying a standard guides the rest of the steps of developing an accurate assessment, identifying the purpose(s) for a portfolio influences all the other decisions involved in producing a portfolio assignment. I will listing several of the most common purposes hither, and so I volition elaborate on how each purpose affects the other decisions in the section below.
Purposes
Why might you use a portfolio assignment? Portfolios typically are created for one of the following three purposes: to show growth, to showcase current abilities, and to evaluate cumulative achievement. Some examples of such purposes include
one. Growth Portfolios
a. to show growth or change over time
b. to help develop process skills such every bit self-evaluation and goal-setting
c. to place strengths and weaknesses
d. to track the development of 1 more products/performances
2. Showcase Portfolios
a. to showcase terminate-of-year/semester accomplishments
b. to prepare a sample of best work for employment or college admission
c. to showcase student perceptions of favorite, best or about of import work
d. to communicate a pupil's current aptitudes to hereafter teachers
three. Evaluation Portfolios
a. to document achievement for grading purposes
b. to document progress towards standards
c. to place students accordingly
The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products of learning. Of form, a portfolio may tell more than one story, including more than 1 category above. For example, a showcase portfolio might also exist used for evaluation purposes, and a growth portfolio might also showcase "final" performances or products. What is critical is that the purpose(due south) is articulate throughout the process to student, teacher and any other pertinent audience. To elaborate on how the purpose affects the portfolio assignment let me respond the question...
How do y'all Create a Portfolio Assignment?
I think of near tasks as problems to be solved, or questions to be answered. So, I find it useful to approach how to do something by thinking of it as a series of questions to be answered. Thus, I will attempt to offer a possible respond to the question above by answering a series of questions that need to exist addressed when because the design of a portfolio assignment. Those questions are:
one. Purpose: What is the purpose(s) of the portfolio?
2. Audience: For what audience(due south) volition the portfolio exist created?
iii. Content: What samples of student work volition exist included?
4. Process: What processes (e.g., selection of work to be included, reflection on piece of work, conferencing) will be engaged in during the development of the portfolio?
v. Management: How will time and materials be managed in the development of the portfolio?
6. Communication: How and when volition the portfolio be shared with pertinent audiences?
7. Evaluation: If the portfolio is to be used for evaluation, when and how should it exist evaluated?
Purpose: What is the purpose(s) of the portfolio?
As mentioned to a higher place, before y'all tin can design the portfolio assignment and before your students tin can begin amalgam their portfolios you and your students demand to be clear about the story the portfolio will exist telling. Certainly, you should not assign a portfolio unless y'all have a compelling reason to do so. Portfolios accept piece of work to create, manage and assess. They can easily feel like busywork and a brunt to you and your students if they just become folders filled with student papers. You and your students demand to believe that the selection of and reflection upon their work serves one or more meaningful purposes.
Audience: For what audience(s) volition the portfolio be created?
Selecting relevant audiences for a portfolio goes paw-in-paw with identifying your purposes. Who should see the evidence of a student's growth? The student, teacher and parents are good audiences to follow the story of a student'southward progress on a certain project or in the development of sure skills. Who should meet a student'south best or terminal work? Again, the student, teacher and parents might be good audiences for such a drove, but other natural audiences come up to mind such equally grade or schoolmates, external audiences such every bit employers or colleges, the local community or school board. Equally the instructor, you can dictate what audiences will be considered or you can let students have some choice in the decision.
Just every bit the purposes for the portfolio should guide the development of it, the selection of audiences should shape its construction. For instance, for audiences outside the classroom it is helpful to include a cover page or table of contents that helps someone unfamiliar with the assignment to navigate through the portfolio and provide context for what is found inside. Students need to keep their audiences in mind as they keep through each step of developing their portfolios. A proficient method for checking whether a portfolio serves the anticipated audiences is to imagine different members of those audiences viewing the portfolio. Can each of them tell why you lot created the portfolio? Are they able to make sense of the story you wanted to tell them? Can they navigate around and through the portfolio? Practise they know why you included what you did? Have yous used language suitable for those audiences?
Content: What samples of educatee work will be included?
Equally you tin can imagine, the answer to the question of content is dependent on the answers to the questions of purpose and audition. What should be included? Well, what story practice you lot want to tell? Earlier I consider what types of items might exist appropriate for unlike purposes, let me make a more than general indicate. First, hypothetically, there is no limit as to what tin can be included in a portfolio. Newspaper products such as essays, homework, messages, projects, etc. are most common. But more than and more other types of media are existence included in portfolios. Audio and videotapes, cd-roms, two- and three-dimensional pieces of art, posters and anything else that can reflect the purposes identified can be included. Some schools are putting all the artifacts onto a cd-rom by videotaping performances, scanning paper products, and digitizing sound. All of those files are then copied onto a educatee'due south cd-rom for a semester or a twelvemonth or to follow the student across grades as a cumulative record. Realistically, y'all accept to decide what is manageable. But if the well-nigh meaningful prove of the portfolio'southward goals cannot be captured on paper, so y'all may consider including other types of media.
Obviously, there are a considerable number and variety of types of student piece of work that can be selected equally samples for a portfolio. Using the purposes given above for each type of portfolio, I have listed only a few such possible samples of work in the following tables that could be included in each type of portfolio.
| Growth Portfolios: What samples might exist included? | |
| Purpose | Some possible inclusions |
| a. to show growth or change over time |
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| b. to help develop process skills |
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| c. to identify strengths/weaknesses |
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| d. to track evolution of one or more than products or performances |
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| Showcase Portfolios: What samples might be included? | |
| Purpose | Some possible inclusions |
| a. to showcase cease-of-yr/semester accomplishments |
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| b. to set a sample of best work for employment or higher admission |
|
| c. to showcase student perceptions of favorite, best or well-nigh important |
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| d. to communicate a student's current aptitude |
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| Evaluation Portfolios: What samples might exist included? | |
| Purpose | Some possible inclusions |
| a. to document achievement for grading |
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| b. to document progress towards standards |
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| c. to place students appropriately |
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Other Content
In addition to samples of student work and reflection upon that piece of work, a portfolio might likewise include a table of contents or a encompass letter of the alphabet (both typically composed by the educatee) to aid a reader in making sense of the purposes, processes and contents of the portfolio. This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members.
Process: What processes will be engaged in during the development of the portfolio?
I of the greatest attributes of the portfolio is its potential for focusing on the processes of learning. Also often in educational activity nosotros emphasize the products students create or the outcomes they achieve. But we do non give sufficient attention to the processes required to create those products or outcomes, the processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking. Every bit a consequence, the products or outcomes are non as good as nosotros or the students would like because they are ofttimes unsure how to become started, how to self-diagnose or self-correct or how to determine when a work is "finished."
Although a variety of processes can be developed or explored through portfolios, I volition focus on three of the about common:
- selection of contents of the portfolio;
- reflection on the samples of work and processes;
- conferencing about the contents and processes.
Selection of Contents
Once once again, identifying the purpose(due south) for the portfolio should drive the choice process. As listed in the tables above, different samples of student piece of work will probable be selected for unlike purposes. Additionally, how samples are selected might also differ depending on the purpose. For case, for an evaluation portfolio, the teacher might decide which samples need to exist included to evaluate educatee progress. On the other hand, including the pupil in the decision-making process of determining advisable types of samples for inclusion might exist more critical for a growth portfolio to promote meaningful reflection. Finally, a showcase portfolio might be designed to include meaning input from the student on which samples best highlight achievement and progress, or the instructor might primarily brand those decisions.
Furthermore, audiences beyond the teacher and student might take input into the content of the porfolio, from team or department members, principals and district committees to external agencies to parents and community members. External audiences are about likely to play a role for evaluation portfolios. However, information technology is important to remember there are no hard rules about portfolios. Anything tin be included in a portfolio. Anyone tin can be involved in the processes of selection, reflection and evaluation of a portfolio. Flexibility applies to portfolios every bit it does to any authentic assessment. That is, you lot should be true to your purpose(s), but you should feel no constraints on how you come across them with a portfolio assignment.
How might the selection have place?
What I will describe beneath are just a few of the many possible avenues for selecting which samples volition exist included in a portfolio. But these examples should requite you a good sense of some of the choices and some of the decisions involved.
When?
- when a sample of work is completed -- at the point a piece of work is ready to be turned in (or one time the work has been returned by the instructor) the educatee or teacher identifies that work for inclusion in the portfolio;
- at periodic intervals -- instead of selecting samples when they are completed, the samples can be stored and then that selection might occur every two (three, six or nine) weeks or once (twice or three times) every quarter (trimester or semester);
- at the end of the ... unit of measurement, quarter, semester, year, etc.
By whom?
- by the pupil -- students are the most common selectors, especially for portfolios that ask them to reverberate on the piece of work selected. Which work students select depends on the criteria used to cull each slice (encounter beneath).
- by the instructor -- teachers may be the selector, particularly when identifying best pieces of work to showcase a student'due south strengths or accomplishments.
- by the educatee and teacher -- sometimes portfolio selection is a joint process involving chat and collaboration.
- past peers -- a student might exist assigned a "portfolio partner" or "portfolio buddy" who assists the student in selecting appropriate pieces of piece of work often equally part of a joint process involving conversation and collaboration. A peer might too provide some reflection on a piece of piece of work to be included in the portfolio.
- by parents -- parents might also be asked to select a slice or two for inclusion that they particularly found impressive, surprising, reflective of improvement, etc.
Based on what criteria?
- best work -- selection for showcase portfolios will typically focus on samples of work that illustrate students' best performance in designated areas or the culmination of progress made
- testify of growth -- choice for growth portfolios will focus on identifying samples of work and work processes (e.thousand., drafts, notes) that best capture progress shown on designated tasks, processes or acquisition of knowledge and skills. For example, students might exist asked to choose
- samples of before and later work highlighting some skill or content area
- samples of rough drafts and final drafts
- piece of work that traces the development of a detail production or operation
- samples of work reflecting specifically identified strengths and weaknesses
- evidence of achievement -- especially for showcase and evaluation portfolios, selection might focus on samples of work that illustrate current levels of competence in designated areas or particular exemplars of quality work
- evidence of standards met -- similarly, option could focus on samples of piece of work that illustrate how successfully students have met certain standards
- favorite/about important slice -- to help develop recognition of the value of the work completed and to foster pride in that piece of work, selection might focus on samples to which students or parents or others find a connection or with which they are especially enamored
- one or more of the higher up -- a portfolio tin can include samples of work for multiple reasons and, thus, more than one of the above criteria (or others) could exist used for selecting samples to be included
Reflection on Samples of Work
Many educators who piece of work with portfolios consider the reflection component the most critical chemical element of a good portfolio. Only selecting samples of work equally described in a higher place can produce meaningful stories well-nigh students, and others can benefit from "reading" these stories. But the students themselves are missing pregnant benefits of the portfolio procedure if they are non asked to reflect upon the quality and growth of their piece of work. As Paulson, Paulson and Meyer (1991) stated, "The portfolio is something that is done by the student, not to the educatee." Nigh importantly, information technology is something washed for the student. The student needs to be directly involved in each phase of the portfolio evolution to larn the most from it, and the reflection phase holds the well-nigh promise for promoting student growth.
In the reflection phase students are typically asked to
- annotate on why specific samples were selected or
- annotate on what they liked and did not like in the samples or
- annotate on or identify the processes involved in developing specific products or performances or
- describe and point to examples of how specific skills or cognition improved (or did non) or
- identify strengths and weaknesses in samples of piece of work or
- set goals for themselves corresponding to the strengths and weaknesses or
- identify strategies for reaching those goals or
- assess their past and current self-efficacy for a chore or skill or
- complete a checklist or survey about their work or
- some combination of the above
Reflection sheets
Probably the near common portfolio reflection job is the completion of a canvass to be fastened to the sample (or samples) of piece of work which the reflection is addressing. The possibilities for reflection questions or prompts are endless, simply some examples I have seen include
Selection questions/prompts
- Why did yous select this piece?
- Why should this sample be included in your portfolio?
- How does this sample meet the criteria for selection for your portfolio?
- I chose this piece because ....
Growth questions/prompts
- What are the strengths of this work? Weaknesses?
- What would you lot work on more if you had additional time?
- How has your ______ (e.g., writing) inverse since concluding year?
- What do y'all know about ______ (eastward.thou., the scientific method) that you did not know at the commencement of the twelvemonth (or semester, etc.)?
- Looking at (or thinking about) an earlier slice of similar work, how does this new piece of piece of work compare? How is information technology meliorate or worse? Where tin can you see progress or improvement?
- How did you get "stuck" working on this task? How did you lot get "unstuck"?
- One skill I could not perform very well but now I tin is ....
- From reviewing this slice I learned ....
Goal-setting questions/prompts
- What is ane thing you tin ameliorate upon in this piece?
- What is a realistic goal for the end of the quarter (semester, year)?
- What is one fashion you lot will try to meliorate your ____ (e.g., writing)?
- 1 thing I still demand to piece of work on is ....
- I will work toward my goal past ....
Evaluation questions/prompts
- If you were a teacher and grading your work, what course would you give it and why?
- Using the advisable rubric, give yourself a score and justify it with specific traits from the rubric.
- What practise you lot similar or non like about this piece of work?
- I similar this piece of piece of work considering ....
Effort questions/prompts
- How much fourth dimension did you spend on this product/performance?
- The work would have been better if I had spent more fourth dimension on ....
- I am pleased that I put significant effort into ....
Overall portfolio questions/prompts
- What would you like your _____ (eastward.g., parents) to know nigh or run across in your portfolio?
- What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)?
- A feature of this portfolio I specially similar is ....
- In this portfolio I encounter show of ....
As mentioned higher up, students (or others) tin can respond to such questions or prompts when a piece of piece of work is completed, while a work is in progress or at periodic intervals after the work has been collected. Furthermore, these questions or prompts tin be answered past the student, the teacher, parents, peers or anyone else in whatever combination that best serves the purposes of the portfolio.
Other reflection methods
In addition to reflection sheets, teachers take devised a myriad of ways of inducing reflection from students and others about the drove of work included in the portfolio. For instance, those engaging in reflection can
- write a letter to a specific audience almost the story the portfolio communicates
- write a "biography" of a piece of work tracing its evolution and the learning that resulted
- write periodic journal entries nearly the progress of the portfolio
- etch an imaginary new "affiliate" that picks upward where the story of the portfolio leaves off
- orally share reflections on any of the above questions/prompts
Reflection equally a process skill
Skilful skill evolution requires four steps:
- Instruction and modeling of the skill;
- Do of the skill;
- Feedback on one'south practise;
- Reflection on the exercise and feedback.
Reflection itself is a skill that enhances the process of skill development and nearly all learning in innumerable settings. Those of us who are educators, for case, need to continually reverberate upon what is working or non working in our teaching, how nosotros can improve what nosotros are doing, how we can help our students make connections to what they are learning, and much, much more. Thus, it is critical for students to learn to effectively reflect upon their learning and growth.
As a skill, reflection is non something that can be mastered in one or 2 attempts. Developing proficient reflective skills requires instruction and modeling, lots of practice, feedback and reflection. As many of you accept probably encountered, when students are kickoff asked to respond to prompts such as "I selected this piece because..." they may respond with "I think it is nice." Okay, that'south a outset. But we would like them to elaborate on that response. The fact that they did not initially elaborate is probably not just a result of resistance or reluctance. Students demand to learn how to respond to such prompts. They need to learn how to effectively identify strengths and weaknesses, to fix realistic goals for themselves and their work, and to develop meaningful strategies to accost those goals. Students often have become dependent upon adults, particularly teachers, to evaluate their work. They need to learn self-assessment.
So, the reflection phase of the portfolio process should be ongoing throughout the portfolio development. Students need to appoint in multiple reflective activities. Those instances of reflection become particularly focused if goal-setting is part of their reflection. Just as educational activity and cess are more accordingly targeted if they are tied to specific standards or goals, educatee identification of and reflection upon strengths and weaknesses, examples of progress, and strategies for improvement will be more than meaningful and purposeful if they are directed toward specific goals, particularly cocky-chosen goals.
Once opportunities for reflection (practice) take place, feedback to and further reflection upon educatee observations tin can be provided by conversations with others. Conferencing is one tool to promote such feedback and reflection.
Conferencing on Student Work and Processes
With 20 or thirty or more students in a classroom, i-on-i conversations between the instructor and educatee are hard to regularly conform. That is unfortunate considering the give and take of face-to-face interaction tin provide the teacher with valuable information about the educatee's thinking and progress and provide the student with meaningful feedback. Such feedback is likewise more likely to exist processed by the student than comments written on paper.
Conferencing typically takes several forms:
- teacher/educatee -- sometimes teachers are able to informally meet with a few students, i at a time, as the other students work on some job in class. Other times, teachers use class fourth dimension to schedule one-on-one conferences during "briefing days." Some teachers are able to schedule conferences outside of class time. Typically such conferences take only a few minutes, merely they requite the teacher and the student time to recap progress, ask questions, and consider suggestions or strategies for improvement.
- teacher/small group -- other teachers, frequently in composition classes, meet with a few students at a time to discuss problems and questions that are raised, sharing mutual problems and reflections across students.
- student/student -- to conserve time equally well every bit to give students the opportunity to learn how to provide feedback forth with receiving it, teachers sometimes construction peer-to-peer conferencing. The focus might exist teacher-directed (east.g., "share with each other a sample of work you recently selected for your portfolio") or student-directed (e.one thousand., students utilize the time to go feedback on some piece of work for a purpose they determine).
As appealing as the process of students developing a portfolio can be, the concrete and time constraints of such a process can be daunting. Where exercise y'all keep all the stuff? How do yous go on track of information technology? Who gets admission to it and when? Should you manage newspaper or create an electronic portfolio? Does some piece of work get sent domicile before it is put in the portfolio? Will it come back? When will you find the time for students to participate, to reflect, to conference? What most students who bring together your class in the heart of the semester or year?
At that place is i reply to all these questions that can make the job less daunting: start modest! That is good communication for many endeavors, but specially for portfolios because in that location are and so many factors to consider, develop and manage over a long period of fourth dimension. In the concluding section of this chapter (Can I do portfolios without all the fuss?) I will elaborate on how you tin can get your feet moisture with portfolios and avert drowning in the many decisions described beneath.
How you reply the many direction questions below depends, in role, on how you lot answered earlier questions about your purpose, audience, content and process. Render to those answers to assist you address the post-obit decisions:
| Management Decisions | Possible Solutions |
| Should the portfolio edifice process look until the end or should it occur as you go? |
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| Will the portfolios be equanimous of paper or stored electronically (or both)? |
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| Where will the work samples and reflections be kept? | Apparently, the answer to this question depends on your answer to the previous question near storage format. The possible solutions I describe beneath volition presume that you lot have called an option that includes at least some paper products.
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| Who will be responsible for saving/storing them? |
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| Who will accept access to it, and when? | Who? Again, that depends on the purposes for the portfolio.
When?
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| How will portfolio progress be tracked? |
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| What will the final product look like? | Once over again, this depends on the purposes and audiences for the portfolio, as well as the type of contents to be included.
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| What if students join your class in the middle of the process? |
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Why share the portfolio?
By the nature of the purposes of portfolios -- to show growth, to showexample excellence -- portfolios are meant to be shared. The samples, reflections and other contents allow or invite others to observe and celebrate students' progress and accomplishments. A portfolio should tell a story, and that story should be told.
Students should primarily be the ones telling their stories. Equally students reflect on the balance of their work over some period of fourth dimension, there is oft a smashing sense of pride at the growth and the accomplishment. Past telling their own stories students tin take ownership of the process that led to the growth and accomplishment. Assessment is no longer something done to them; the students are playing an active office through self-assessment.
Furthermore, others will be able to recognize and celebrate in the growth and achievement of the students if their work is communicated across the borders of the classroom. A portfolio provides a unique vehicle for capturing and communicating student learning. Parents tend to learn more almost their children's abilities and propensities through a portfolio than they practice through the odd assignment that makes information technology home and into the parents' hands. Moreover, other interested members of the school and local community can recognize and celebrate the achievement.
Finally, the portfolio can provide an first-class tool for accountability. Parents, educators and customs members can learn a cracking bargain about what is happening in a classroom or schoolhouse or district by viewing and hearing about the contents of these stories. Possibly more importantly, the student and teacher can uncover a vivid picture show of where the student was, where she has traveled to, how she got there and what she achieved along the way -- a fascinating and enlightening story.
Considering the audition
Of course, deciding how to tell the story will be influenced by the intended audience. For example, presenting a collection of piece of work to a teacher who is already familiar with much of the content volition likely require a different approach than presenting that work equally part of a college application.
Audiences within the classroom
In some classrooms, a portfolio is used much like other assignments as evidence of progress towards or completion of course or grade level goals and standards. In such cases, the merely audience might be the teacher who evaluates all the educatee piece of work. To effectively communicate with the teacher about a body of work, the student may be asked to write a brief introduction or overview capturing her perceptions of the progress (for a growth portfolio) or accomplishments (for a showcase portfolio) reflected in the drove of work. Teachers who assign portfolios not only want to come across student work but want to come across students reflect upon it.
As a classroom assessor, the instructor also has the benefit of communicating contiguous with each educatee. Such conferences take a multifariousness of forms and vary in their frequency. For example,
- A teacher might review a portfolio at one or more than intervals, and then ready questions for the face up-to-face up conversation with each student;
- A pupil might run the conference by taking the teacher through her portfolio, highlighting elements consequent with the purpose of the portfolio;
- A "pre-briefing" might occur in which teacher and student talk over how the portfolio should be constructed to best showcase information technology or best gear up it for evaluation.
Additionally, classmates can serve as an audience for a portfolio. Particulary for older students, some teachers require or encourage students to present their portfolios to each other for feedback, dialogue and modeling. For example,
- Pairs of students tin review each other's work to provide feedback, identify strengths and weaknesses, and suggest future goals;
- Sharing with each other also provides an opportunity to tell a story or only brag;
- Students can always benefit from seeing good (or poor) models of piece of work as well as models of meaningful reflection and goal-setting.
As students hear themselves tell each other near the value and significant of their work it will become more than valuable and meaningful to them.
Audiences within the family unit and schoolhouse community
Every bit many of usa have experienced with our own children, parents sometimes only receive a small, fragmented picture of their children's school piece of work. Some work never makes it home, some is lost, some is subconscious, etc. It tin can exist even harder for parents to construct a coherent flick out of that work to get a real sense of educatee growth or accomplishment or progress toward a set of standards.
Portfolios provide an opportunity to requite parents a fuller glimpse of the processes and products and progress of their children's learning. Many teachers intentionally involve the parents in the development of the portfolio or make parents an audience or both.
For example, to involve parents in the process,
- teachers make certain parents view nearly student work on a consistent basis; for example,
- some teachers require students to become much of their work signed by parents to be returned to school;
- some teachers send work home in a two-pocket folder in which ane pocket contains piece of work that can stay habitation and the other pocket contains work that can exist viewed by parents but should exist returned to school, each pocket carefully labeled as such;
- some teachers apply a iii-pocket binder in which the third pocket is a place parents can pass along notes or comments or questions;
- teachers also invite parents to provide feedback or enquire questions about educatee work; for example,
- a reflection sheet, perhaps similar to the ones students complete, tin be attached to some of the pieces of piece of work sent home inviting parents to make comments, ask questions or provide evaluation;
- parents might be invited to provide a summary reflection of work they have seen so far;
- or simply place one or 2 pieces of piece of work or aspects of their children's work that they almost like or are most surprised nigh.
To share the portfolio with parents,
- many schools host Portfolio Nights, at which students often guide their parent or parents through the story of their work. Having the Nighttime at school allows the student to more than easily share the variety of ii- and three-dimensional work they accept created.
- afterwards teacher evaluation of the portfolio (if that is done), the complete portfolio might exist sent domicile for the parents to view and possibly respond to. This might occur once at the end of the procedure or periodically along the way.
A Portfolio Night besides provides an opportunity for other members of the school or larger community to view pupil portfolios. The portfolios may simply exist on display to exist sampled, or students might guide other audiences through their work.
Similarly, during the schoolhouse day students can share their portfolios with students from other classes or with school personnel.
Audiences beyond the classroom, school and family
An external audience for student piece of work tin serve to motivate students to give more attending to and take more than seriously their functioning. Beginning, it may give more legitimacy to assigned work. If the piece of work is to be externally reviewed, it suggests that it is not simply "busy work" that provides a course but that information technology is something authentic valued exterior the walls of the classroom. Second, some students may have more care in their work when they believe a new, different, and perhaps adept audience will be viewing information technology.
To extend the audience beyond the classroom, school and family, teachers have adopted a variety of approaches, including
- expanding the audience at Portfolio Nights to include a larger community, possibly fifty-fifty authors, or scientists or other professionals relevant to the work in the portfolio;
- inviting professionals or experts in a item field to come up listen to presentations of the portfolios;
- inviting professionals or experts to serve as ane of the reviewers or evaluators of the portfolios;
- encourage or require students to share their work with a larger audience through the Web or other media. Publishing on the Web also allows students to solicit comments or questions.
Preparing the student to share
Simply equally we do not expect children to write or speak well without considerable instruction and practice, it is not reasonable to expect students to effortlessly and finer share their stories without some help. Teachers have devised a number of strategies to prepare students to communicate with the target audience. Some such strategies include
- pairing upwards students in course ("portfolio partners") to practice presenting their work to each other;
- pairing up the author of the portfolio with an older student a few grades to a higher place. The younger student would practise presenting her work equally if she is presenting it to the intended audition (east.m., parents at a Portfolio Night). Both students tin do good as the older student provides feedback and encouragement and may increase her ain self-efficacy for the chore through modeling and tutoring the younger student.
- providing models. Teachers provide models of good portfolios that illustrate how the production itself tin effectively communicate with an audience through the mode it is constructed. Teachers can also model the process of advice by walking through how he or she would share a portfolio with a specific audition.
Evaluation: If the portfolio is to be used for evaluation, how and when should it be evaluated?
As with all of the elements of portfolios described in a higher place, how and when evaluation is addressed varies widely beyond teachers, schools and districts. Have, for case, …
Evaluation vs. Grading
Evaluation refers to the act of making a judgment about something. Grading takes that process one step further by assigning a course to that judgment. Evaluation may be sufficient for a portfolio consignment. What is (are) the purpose(s) of the portfolio? If the purpose is to demonstrate growth, the teacher could make judgments about the evidence of progress and provide those judgments as feedback to the pupil or make note of them for her ain records. Similarly, the student could self-assess progress shown or not shown, goals met or non met. No grade needs to exist assigned. On a larger scale, an evaluation of the contents within the portfolio or of the entire package may be conducted by external bodies (e.yard., community members, other educators, country boards) for the purpose of judging completion of certain standards or requirements. Although the evaluation is serious, and graduation might even hinge on it, no classroom grade may be assigned.
On the other hand, the work within the portfolio and the process of assembling and reflecting upon the portfolio may comprise such a pregnant portion of a student's work in a grade or class that the teacher deems it appropriate to assign a value to it and contain information technology into the student's final grade. Alternatively, some teachers assign grades considering they believe without grades there would not exist sufficient incentive for some students to consummate the portfolio. Ahh, but …
What to Grade
Nothing. Some teachers choose not to course the portfolio considering they have already assigned grades to the contents selected for inclusion.
The metacognitive and organizational elements. But the portfolio is more than just a drove of student piece of work. Depending on its purpose, students might have as well included reflections on growth, on strengths and weaknesses, on goals that were or are to exist set up, on why certain samples tell a certain story nigh them, or on why the contents reflect sufficient progress to indicate completion of designated standards. Some of the process skills may as well be part of the teacher's or school's or district's standards. So, the portfolio provides some evidence of attainment of those standards. Any or all of these elements can exist evaluated and/or graded.
Completion. Some portfolios are graded simply on whether or not the portfolio was completed.
Everything. Other teachers evaluate the entire package: the selected samples of student work also as the reflection, organization and presentation of the portfolio.
How to Grade/Evaluate
Most of the portfolio assignments I have seen accept been evaluated or graded with a rubric. A not bad bargain of personal judgment goes into evaluating a circuitous production such as a portfolio. Thus, applying a rubric, a tool which can provide some clarity and consistency to the evaluation of such products, to the judgment of quality of the story being told and the elements making up that story makes sense. Moreover, if the portfolio is to be evaluated my multiple judges, awarding of a rubric increases the likelihood of consistency among the judges.
Examples of Portfolio Rubrics
What might a portfolio rubric look like? If the focus of the grading is primarily on whether the samples of pupil work within the portfolio demonstrate certain competencies, the criteria within the rubric will target those competencies. For example,
Evaluating competencies
- Electrical and computer engineering portfolio rubric
Or, Completing requirements
Meeting standards
Evaluating the portfolio as a whole
- Electronic portfolio rubric - very detailed criteria
Who evaluates
The more than we tin can involve students in the assessment process, the more likely they will take buying of it, be engaged in it, and observe information technology worthwhile. And so, it makes sense to involve students in the evaluation process of their portfolios as well. They have likely engaged in some self-assessment in the reflection or goal-setting components of the portfolio. Additionally, students are capable of evaluating how well their portfolio elements run into standards, requirements, or competencies, for their own portfolios or those of their peers. Furthermore, older peers could make fantabulous judges of the work of younger students. Cross-grade peer tutoring has demonstrated how well the older and younger students answer to such interactions.
Patently, the classroom teacher, other educators, review board members, community members, etc. can all serve as judges of student piece of work. If multiple judges are used, particularly if they are not direct familiar with the pupil work or assignments, training on a rubric should exist provided earlier evaluation proceeds. The evaluators should be familiar with and clear on the criteria and the levels of performance within the rubric. A calibration session, in which the judges evaluate some sample portfolios and then share ratings to reach some consensus on what each criteria and level of performance within the rubric means, tin provide a good opportunity for judges to attain some competence and consistency in applying a rubric.
Oh, what fun would that be! Really, the reply is a qualified "yes." Portfolios do typically require considerable work, particularly if conferencing is involved. But with most anything, including assessment, I recommend that you start pocket-sized.
Here's a quick, piece of cake way to become started if any of the above thoughts has either encouraged you or not discouraged you from considering assigning portfolios in your piffling world. The following describes only 1 possible way to get started.
Step 1. Depending on the age of your students and other considerations, take students select two pieces of their work over the course of a quarter (or iii or iv over a semester). Determine (with your students or without) upon one or more criteria by which the selection will be guided (east.g., their best piece of work). To limit management time, don't wait for the end of the quarter for students to make those selections. Otherwise, all their piece of work volition have to exist nerveless along the way. Instead, if y'all desire to keep information technology simple, tell your students ahead of time that they will be selecting two or more pieces matching certain criteria, and that you will ask them to do it at the point each sample is completed.
Step 2. At the fourth dimension a student selects a sample to be included in his portfolio, require the student to consummate a brief reflection sail and attach it to the sample.
Step 3. Depending on the age of your students, ask your student to salvage that sample and the attached reflection sheet until the end of the quarter or semester, or collect information technology and shop it yourself at that signal.
Step 4. At the terminate of the quarter or semester, ask your students to reverberate upon the samples i boosted time by describing what they liked best about their piece of work, or by identifying strengths and weaknesses, or by setting i or two goals for the future.
There, that wasn't too painful. Okay, you ask, that was relatively simple, but did it really accomplish anything? Good question. If you don't call back then, don't practice it. On the other paw, information technology could perhaps take a few benefits worth the try. First, if zero else it gave you some feel working with portfolios. If you want to pursue portfolios in a more elaborate manner, at least y'all are at present more familiar with some of the problems involved. Second, if you recollect developing self-cess skills in your students is a worthwhile goal, you have also begun that process. Even a little reflection on your students' part may be more than than some of them typically give to their work. Finally, you may take opened, even if information technology is only a little bit, a new avenue for you lot and your students to communicate with their parents well-nigh their performance, their strengths and weaknesses, and their habits. Whatever of those reasons may be sufficient to try your hand at portfolios. Good luck!
Copyright 2018, Jon Mueller. Professor of Psychology, North Key College, Naperville, IL. Comments, questions or suggestions most this website should be sent to the writer, Jon Mueller, at jfmueller@noctrl.edu.
Source: http://jfmueller.faculty.noctrl.edu/toolbox/portfolios.htm
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