Tracing and validating e mails
Note: My focus will be on portfolios of student work rather than teacher portfolios or other types.
Student portfolios take many forms, as discussed below, so it is not easy to describe them.
A portfolio is not the pile of student work that accumulates over a semester or year.
Rather, a portfolio contains a purposefully selected subset of student work.
For example, a showcase portfolio might also be used for evaluation purposes, and a growth portfolio might also showcase "final" performances or products.
What is critical is that the purpose(s) is clear throughout the process to student, teacher and any other pertinent audience.
Selecting relevant audiences for a portfolio goes hand-in-hand with identifying your purposes. The student, teacher and parents are good audiences to follow the story of a student's progress on a certain project or in the development of certain skills. Again, the student, teacher and parents might be good audiences for such a collection, but other natural audiences come to mind such as class or schoolmates, external audiences such as employers or colleges, the local community or school board.
Their portfolios often tell compelling stories of the growth of the students' talents and showcase their skills through a collection of authentic performances.To elaborate on how the purpose affects the portfolio assignment let me answer the question... I think of most tasks as problems to be solved, or questions to be answered. Audience: For what audience(s) will the portfolio be created? Content: What samples of student work will be included? Process: What processes (e.g., selection of work to be included, reflection on work, conferencing) will be engaged in during the development of the portfolio? Management: How will time and materials be managed in the development of the portfolio? Communication: How and when will the portfolio be shared with pertinent audiences? Evaluation: If the portfolio is to be used for evaluation, when and how should it be evaluated? As mentioned above, before you can design the portfolio assignment and before your students can begin constructing their portfolios you and your students need to be clear about the story the portfolio will be telling.So, I find it useful to approach how to do something by thinking of it as a series of questions to be answered. Certainly, you should not assign a portfolio unless you have a compelling reason to do so. They can easily feel like busywork and a burden to you and your students if they just become folders filled with student papers.The particular purpose(s) served, the number and type of items included, the process for selecting the items to be included, how and whether students respond to the items selected, and other decisions vary from portfolio to portfolio and serve to define what each portfolio looks like.
I will describe many of the purposes and characteristics in the sections below. Some suggest that portfolios are not really assessments at all because they are just collections of previously completed assessments.to communicate a student's current aptitudes to future teachers The growth portfolio emphasizes the process of learning whereas the showcase portfolio emphasizes the products of learning.