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Announcements
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Todays Topic

• Portfolios

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Portfolios

• a systematic collection of student work and
  related material that depicts a students
  activities, accomplishments, and achievements in
  one or more school subjects.

(Venn, 2000, p. 530)
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Types of Portfolios
Process

Product
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Product Portfolios
This kind of portfolio demonstrates mastery of a

• learning task or a set of learning objectives and
  contains only the best work.

(Venn, 2000, p. 533)
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Process Portfolios

• This kind of portfolio documents the stages of
  learning and provides a progressive record of
  student growth Teachers use process portfolios
  to help students identify learning goals,
  document progress over time, and demonstrate
  learning mastery.

(Venn, 2000, p. 533)
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Task Analysis of Portfolio Assignments

• Plan the Portfolio
• Develop the Portfolio
• Conference with the developer of the Portfolio
• Presentation of the portfolio to the audience

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Planning the Portfolio

• Purpose of the portfolio
• Criteria for evaluation of the Portfolio
• Audience of the Portfolio
• Type of Reflections
• Format of the Portfolio
• Management of the Portfolio Process

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Purpose

• Before you can design the portfolio assignment,
  clarify the story the portfolio will be telling.
• Develop learning objectives
• The selection of products and reflections will be
  based on the meaningful purpose(s).

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Criteria

• Criteria for evaluating the extent to which
  students have met the learning objectives.
• best work
• evidence of growth
• evidence of achievement
• evidence of standards met
• favorite/most important piece
• one or more of the above

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Setting criteria for criterion-referenced
assessments
What does this refer to?

• The criteria could be looked at as the
  individual items on your assessment.
• All items need to be written in terminology that
  is as objective as possible.
• All ratings of items need to have explicit
  criteria (yes/no, correct/incorrect, rating
  scale, prompting hierarchy, etc.)

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Setting criteria, cont.

• Criteria also refers to how the FINAL
  grade/score/rating is determined. This needs to
  include some specification of how high is high.
  
• NOTE Rubrics already include descriptions/
  definitions of performance levels.
• Your overall (final) assessment criteria should
  be linked to an instructional response
• If a student scores at a particular level for a
  certain amount of time, what will you do?

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Why are assessment criteria important?

• By setting criteria, you move from simply
  collecting data to actual assessment.
• In order to know whether a student has reached a
  target, the target performance must be specified
  (e.g. criteria).

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Audience

• Select a relevant audiences
• The student, teacher and parents
• Class or schoolmates, employers or colleges, the
  local community or school board
• Can each of them tell why you 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?
• Do they know why you included what you did?
• Have you used language suitable for those
  audiences?

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Reflections

• Based on the purpose and criteria, students are
  typically asked to
• comment on why specific samples were selected, or
  
• comment on what they liked and did not like in
  the samples, or
• comment on or identify the processes involved in
  developing specific products or performances.

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Format of the Portfolio Development

• Paper Portfolio Compilation of student work in
  paper.
• Electronic Portfolio An electronic compilation
  of student work.
• Hybrid Portfolio/Mixed Media Combination of
  paper and electronic.

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Management

• Schedule for entry selection
• When a sample of work is completed
• At periodic intervals
• At the end of
• Storage
• Who will be responsible? Who will have access to
  the storage?
• Where will entries be stored?
• How will possible entries be stored?

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Individual Brainstorm/Quick write

• How could you use portfolios in your classroom?
• What would the purpose be?
• How would you set the criteria?
• Who would the audience be?

Five minutes!
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Portfolios include MORE than just work samples!

• evidence of student reflection and
  self-evaluation,

guidelines for selecting the portfolio contents,

criteria for judging the quality of the work.
(Venn, 2000)
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Development of the Portfolio

• Contents of a Portfolio
• Purpose of the Portfolio
• Table of Contents
• Rationales for Entries in the portfolio
• Entries in the Portfolio
• Reflections

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Contents of a Portfolio

• Purpose of the Portfolio
• Guides the organization of the portfolio
• Table of Contents
• Organizes the portfolio to the audience

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Entries in the Portfolio

• Student work
• Paper products such as essays, test, homework,
  writings, letters, projects, etc.
• Audio and videotapes, CD, DVD, two- and
  three-dimensional pieces of art, posters,
  designs, etc.

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Entires in the Portfolio

• Related Materials
• Notes and evaluations from teacher/student
  conferences, teacher/small group conferences,
  student to student conferences
• Observations, teacher data

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Selection of Entries

• Why did you 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 ....

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Rationales for Entry

• Write
• A "biography" of a piece of work tracing its
  development and the learning that resulted
• A periodic journal entries about the progress of
  the portfolio

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Rationales for Entry

• Answer Questions
• What are the strengths of this work? Weaknesses?
• What would you work on more if you had additional
  time?
• How has your ______ (e.g., writing) changed since
  last year?
• What do you know about ______ (e.g., the
  scientific method) that you did not know at the
  beginning of the year (or semester, etc.)?

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Rationales for Entry

• Prompts
• One skill I could not perform very well but now I
  can is ....
• From reviewing this piece I learned ....

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Overall Reflections

• Write
• A letter to a specific audience about the story
  the portfolio communicates
• An imaginary new "chapter" that picks up where
  the story of the portfolio leaves off

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Overall Reflections

• Questions
• What would you like your _____ (e.g., parents) to
  know about or see in your portfolio?
• What does the portfolio as a whole reveal about
  you as a learner (writer, thinker, etc.)?

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Overall Reflections

• Prompts
• A feature of this portfolio I particularly like
  is ....
• In this portfolio I see evidence of ....

http//jonathan.mueller.faculty.noctrl.edu/toolbox
/portfolios.htmwhyuse
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Conference on the Portfolio

• Teacher/Student
• One-on-one, a few minutes
• Schedule
• During class
• Outside of class time
• Recap progress, ask questions, and consider
  suggestions or strategies for improvement.

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Conference on the Portfolio

• Teacher/small group
• A few students at a time
• Discuss issues and questions, sharing common
  problems and reflections across students.
• Student/student
• Teacher-directed (e.g., "share with each other a
  sample of work you recently selected for your
  portfolio")
• Student-directed (e.g., students use the time to
  get feedback on some work for a purpose they
  determine).

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Presentation of the Portfolio

• Invite an audience to observe and celebrate
  students' progress and accomplishments
• Portfolio Night
• IEP Preparation
• Practice the presentation
• Student partner
• Presentation to the audience
• Students Present
• Invite feedback from the audience

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Individual Brainstorm/Quick write, cont.

• How could you use portfolios in your classroom?
• What kind of reflections could you use?
• What would they look like (format)?
• How would you manage them?

Five minutes!
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10 minute break
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Small Group Activity

• Share what you learned about portfolios from the
  assigned article you read (jigsaw activity).
• Then, each person will share their ideas (from
  the previous brainstorms) of how they will use
  portfolios in their classroom. Group members will
  provide feedback.

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Looking ahead

• Communicating assessment results and
  collaborating with families

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Mid-semester course evaluation
anonymous
15 minutes!