The student needs to be directly involved in each phase of the portfolio development to learn the most from it, and the reflection phase holds the most promise for promoting student growth.
Some work never makes it home, some is lost, some is hidden, etc. Typically, students and teachers contribute samples to a working folder as they are created.
For example, presenting a collection of work to a teacher who is already familiar with much of the content will likely require a different approach than presenting that work as part of a college application.
Should the two readers be unable to reach consensus, a third reader will be used. Teachers can also model the process of communication by walking through how he or she would share a portfolio with a specific audience. Parents or other educators might have access at certain intervals depending on the purpose of the portfolio and the process that has been chosen.
Finally, a showcase portfolio might be designed to include significant input from the student on which samples best highlight achievement and progress, or the teacher might primarily make those decisions. For example, Pairs of students can 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 just brag; Students can always benefit from seeing good or poor models of work as well as models of meaningful reflection and goal-setting.
A feature of this portfolio I particularly like is The fact that they did not initially elaborate is probably not just a result of resistance or reluctance. Why should this sample be included in your portfolio?
Take, for example, Evaluation vs. No grade needs to be assigned. Pre-assessment At midterm, students will submit the first essay to be read and evaluated by members of the English-Writing faculty.
Developing good reflective skills requires instruction and modeling, lots of practice, feedback and reflection. Some students admitted to EOU simply need more time than their peers to prepare for college-level writing.
One thing to keep in mind is that, although many portfolios reflect long-term projects completed over the course of a semester or year, it does not have to be that way. Take time at the beginning of the unit to explain the type of evaluation it is, so students clearly understand what is expected in terms of work product.
The National Writing Project, begun in at the University of California at Berkeley, stemmed from a similar notion: Who will have access to it, and when? For electronic portfolios, it usually depends on teacher preference and whether or not students have access to storage space on the network or can save samples locally, or burn them to CDs or DVD, or add them to websites.
What is a realistic goal for the end of the quarter semester, year? Anyone can be involved in the processes of selection, reflection and evaluation of a portfolio. I will work toward my goal by 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.
Examples of Portfolio Rubrics What might a portfolio rubric look like? How will time and materials be managed in the development of the portfolio? Older students might be required to keep track of the process to make sure all requirements are met.
Using the appropriate rubric, give yourself a score and justify it with specific traits from the rubric. Other times, teachers use class time to schedule one-on-one conferences during "conference days. Some work never makes it home, some is lost, some is hidden, etc.
Some students admitted to EOU simply need more time than their peers to prepare for college-level writing. Showcase portfolios will typically have a more formal and polished presentation.The use of portfolio-based assessment allows students to reflect, evaluate, and set future learning goals by thoughtfully selecting samples from different areas to be included (Tierney, ).
Are portfolios authentic assessments? Student portfolios have most commonly been associated with collections of artwork and, to a lesser extent, collections of writing. Student portfolios have most commonly been associated with collections of artwork and, to a lesser extent, collections of writing.
In this way, we would identify categories from which they could choose while ensuring that the work revealed the types of writing we were teaching (journal writing, response writing, narrative writing, interpretive writing, argument, and so on). Assessment Portfolios and English Language Learners: Frequently Asked Questions based assessments, such as writing samples that illustrate different genres; example, one writing prompt used in a state performance assessment asks.
Assessment in Preschool and Kindergarten: Strategies that Provide the Most Informative and Reliable Information to Plan Curriculum Appropriate for Each Child •Writing samples •Responses to reading experiences •Mathematical problem/solving •Creations that require mathematical understanding (patterning, geometrical.
portfolio-based writing assessment emerges from the long history of writing assessment: from indirect multiple choice tests to direct timed impromptu essay tests to portfolio-based writing assessment (Hamp-Lyons, / ).Download