11.10: Portfolios
- Page ID
- 11644
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Advantages and disadvantages
Steps | What is to be done |
---|---|
1. Make sure students own their portfolios. |
Talk to your students about your ideas of the portfolio, the different purposes, and the variety of work samples. If possible, have them help make decisions about the kind of portfolio you implement. |
2. Decide on the purpose. |
Will the focus be on growth or current accomplishments? Best work showcase or documentation? Good portfolios can have multiple purposes but the teacher and students need to be clear about the purpose. |
3. Decide what work samples to collect, |
For example, in writing, is every writing assignment included? Are early drafts as well as final products included? |
4. Collect and store work samples, |
Decide where the work sample will be stored. For example, will each student have a file folder in a file cabinet, or a small plastic tub on a shelf in the classroom? |
5. Select criteria to evaluate samples, |
If possible, work with students to develop scoring rubrics. This may take considerable time as different rubrics may be needed for the variety of work samples. If you are using existing scoring rubrics, discuss with students possible modifications after the rubrics have been used at least once. |
6. Teach and require students conduct self evaluations of their own work, |
Help students learn to evaluate their own work using agreed upon criteria. For younger students, the self evaluations may be simple (strengths, weaknesses, and ways to improve); for older students a more analytic approach is desirable including using the same scoring rubrics that the teachers will use. |
7. Schedule and conduct portfolio conferences , |
Teacher-student conferences are time consuming but conferences are essential for the portfolio process to significantly enhance learning. These conferences should aid students’ self evaluation and should take place frequently. |
8. Involve parents. |
Parents need to understand the portfolio process. Encourage parents to review the work samples. You may wish to schedule parent, teacher-students conferences in which students talk about their work samples. |
Source: Adapted from Popham (2005) |