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Portfolio: Collection of student work, collected by teacher and/or student, tells a story, used to show growth through tracking and self reflection.

Great way to show progress, involvement, and through feedback and self reflection, a tool for goal setting.

Goal setting:
looking for the greatest impact with an "I can" statement?

1. Identify learning target

2. Describe current status

1.   look for strengths and weaknesses

3. Plan of ACTION

(Admin, 2016)(Chappuis& Stiggins, 2020)

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Portfolio selection suited for your content

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Portfolio selection suited for your content

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Focus on Purpose: themes for content. What learning target are we focusing on?
Growth: Showing progress on learning goals.
Project: Documentation of a project.
Achievement status: Demonstrate levels of accomplishment, learning target collection.
Competence: Evidence of ability.
Celebration: Showcase of best work.
(Chappuis, Stiggins, 2020)

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Richer and Deeper than traditional Assessment

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Richer and Deeper than traditional Assessment

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A compilation of academic work and  educational evidence:

Evaluating coursework quality, learning progress, and academic achievement

Determining if learning standards or other academic requirements for courses, grade-level promotion were met

Students reflection on  goals and progress

Archive of academic work, accomplishments, and documentation (Admin., 2016)

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Depending upon your students abilities, a student published portfolio or feedback and reflection discussion may look different.
Besides modifying the instruction:

A teacher could use cue cards to directly lead the student.

Use hand over hand for writing assignment.

Assign  a classroom buddy to help with uploads.

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"The inability to get students engaged or excited about their e-portfolios will result in a flawed implementation. From the students’ perspective the ability to personalize their e-portfolio contributes to their motivation to “work” on it throughout the year as well as their engagement in the process". (Ring, Weaver, and Jones 2008).

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The research titled Diagnostic-Reflective Portfolios from the Reading Teacher reflects many of the points on portfolios in the text Classroom Assessment For Student Learning by Chappuis and Stiggins.  In the quantitative case study of a single teacher, over a 5 year time span, research was collected on the use of portfolios in a second grade classroom. Her portfolios are diagnostic and reflective. Students  read and write works of their own choice. Teresa pre teaches goals setting, reflection and construction of the portfolio before it is introduced. Over the last 5 years of the study she has been able to improve and tailor it to be a better assessment tool.  During preparation of getting the children to engage and reflect on their own, she uses cloze sentences orally to help them figure out words they don't know in the morning meeting. They can interject words that could work and she records strategies kids volunteer.
Next, she practices what reflection is and demonstrates and models reflective tone and words. She does this for several weeks building on their skills and knowledge.
After the students understand the reading and writing skills targeted, then the teacher introduces the portfolio as an experience. She checks for background knowledge, such as a previous portfolio. She discusses growth and the idea of a treasure.
She believes in gathering evidence to improve literacy.
The folder includes observations, assessments, and an interview, she invites parents to view at anytime.
Large folders in plastic crates are used for the students to collect their work.
With a constructive approach she centers it around the students with a simple " what is a goal". After answers are volunteered, the teacher poses questions about the subject and lets the students lead the discussion. The students arrive at goals such as I want to be a better reader or writer, etc.
The teacher then works on reflection with the students setting time aside for construction of the portfolio and time for reflection.  She works throughout the year modeling and posing questions to increase their DOK.  Students improve on the goals through the year with reflection.
The research suggests that the portfolio experience is a positive one. In closing,  learning profiles are created with the data. Children share and reflect on others works. The teacher writes a reflection for each student. (Courtney, 1999)

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Artifact Selection:
The teacher needs to select the learning goals and make sure they are clearly identified and available to learners. The teacher needs to plan how many or a time frame so there is not confusion.  For growth, achievement status, and competence portfolios, assessment is needed either formative or summative.
For celebration portfolios it is just important that the student selects what they would like to showcase.
Who decides what is included?
For growth, project, achievement status, or competence  portfolios students, teachers or both select work. For a celebration portfolio the student does the selection.
Work Sample Annotation:
A folder with just paperwork, is NOT a portfolio! A student and teacher should have comments written about the artifact.
examples:

Pause and think

"I can" statement of the artifact and explanation

Student self assessment

Student Self Reflection:
To allow self reflection on the entire portfolio is a learning opportunity. Great for students to look and say this worked or this did not work. An opportunity to pull apart their work while increasing depth of knowledge. To get this started scaffolding by the teacher on how the student can think more deeply about it.
Goal Setting:
"I can" statements
Sharing:
Who is seeing the portfolio?
Teachers, students, parents, administration
Sharing with an audience increases learning
(Chappuis, Stiggins, 2020)

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"because e-portfolios link curriculum and assessment in ways that acknowledge and build on students’ experiences, they provide new sites for learning about how we assess, about how we teach, and perhaps most importantly, about how we all learn."
( Yancey, 2009)

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This website works alongside our text and evidence of portfolio usage. Through a multimedia approach designed to engage and excite students on their own reflection in making a portfolio. Time and preparation is key as well as guidelines.

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Student portfolios (especially digital versions) are a great idea. By providing the time and the means for students to collect things that document their challenges and successes, students become more metacognitive and invested in their growth and learning. However, the reality for many students (and teachers) is that portfolios have become a chore, a stale exercise -- but it doesn't have to be this way.

A few years ago, after hearing students' groans every time I mentioned the word "portfolio," I started to think wistfully of the days when students would actually get excited about the task. They would ask me or other students things like:
Should I include this in my portfolio? This isn't specifically about reading, but it relates to a book I read. Does that work for my portfolio? I did such a bad job on this. I'm keeping it in my portfolio to show my old self how far I've come.
Through some simple changes, we can recapture the magic. We can ensure that portfolios live up to their promise, and most importantly, we can help students see them as useful, personalized learning tools that are uniquely theirs.

Here are four tips for making student portfolios more meaningful.

1. Make time for the reflective process.

Schools generally acknowledge the importance of reflective practices such as portfolios, but at the end of the day, content and skills usually trump everything else. Teachers are under enormous pressure in these areas and often feel hard-pressed to find the time for portfolios. However, for students to produce a meaningful portfolio, we need to commit time to the reflective process that is consistently implemented.

Once time is provided to work on portfolios, educators should ensure students engage with some aspect of the portfolio process. If we simply say, "Work on your portfolios," we are almost guaranteed to be disappointed by the results. To achieve a better result, consider mixing things up. Try the following:

A conference with students individually or in small groups

A peer conference

A brainstorming session

Students writing a reflection about their progress

2. Create one portfolio that addresses the whole student.

Portfolios can, and should, be about the whole student, not only English or math class. Our students are athletes, community activists, actors, and artists. They should be able to create one portfolio that reflects all those things, and it shouldn't necessarily be limited to school. Encourage students to include:

Artifacts that students create outside of school employ the same skills we work so hard to help them develop in our classes (and many times are great applications of what we've taught them), so why exclude those things from a portfolio? We can and should encourage students to include the things they're passionate about. This type of portfolio reinforces the idea that what they create is theirs and not merely something we make them do.

3. Provide guidelines that encourage thoughtful choices.

Encourage students to choose portfolio artifacts that are reflective of their school and home lives, but make sure there are basic guidelines to help ensure that portfolios accomplish the academic purpose. Guidelines should be clear and include basic criteria such as:

Subjects that must be represented (all? Core? Arts?)

Minimum and maximum number of pieces

Inclusion of appropriate content (subject matter/topic/language)

4. Add variety to make portfolios pop.

One reason students bemoan the portfolio process is that they're asked to do the same types of things in every class to get their portfolios "ready." We can't expect to ask students to select "two pieces you're really proud of" at the last minute and expect them to be enthusiastic. Instead, we need to vary what we do (and what we ask them to do) with their portfolios just like we would with other activities in our classes. This type of coordination is perfect for team or grade-level planning -- consider posting ideas on a calendar so teachers can roll them out on a schedule as the year unfolds. Consider encouraging students to create and include artifacts such as:

Struggles or challenges you have faced this year

Artifacts that show growth

Ways in which you have progressed this year

Videos in which students showcase things they've done

Demonstrations of newly developed skills (video work, photographs, other)

"Lessons" in which students teach a skill

Artifacts from outside of school that show application of school-related skills

Artifacts of collaboration or independence

Videos that address a student's future self

The key to a great student portfolio is balance -- students should have as many opportunities to express their reflective sides as they do their academic ideas. If we don't get creative in how we approach our practice around portfolios, we can never expect students to sustain their interest. In the process, we will lose out on a valuable and personalized learning tool.

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4 Tips for Meaningful Student Portfolios | Common Sense Education

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Holistic portfolios allow students to showcase all the best traits and qualities of themselves.

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Admin. (2016, February 18). Portfolio definition. The Glossary of Education Reform. https://www.edglossary.org/portfolio/#:~:text=A%20student%20portfolio%20is%20a,requirements%20for%20courses%2C%20grade%2Dlevel

Ablison. (2023, May 9).Pros and cons of portfolio assessment 2023 https://www.ablison.com/pros-and-cons-of-portfolio-assessment/

Chappuis, J., Stiggins, R.. (2020). Chapter 10. In Classroom assessment for student learning: Doing it right -- using it well. essay.

Courtney, A. M., & Abodeeb, T. L. (1999). Diagnostic-reflective portfolios. Reading Teacher, 52(7), 708.

Denby, J. (2016, May 9). 4 tips for meaningful student portfolios. Common Sense Education.
https://www.commonsense.org/education/articles/4-tips-for-meaningful-student-portfolios

Differentiation strategies: A teacher’s guide. RSS. (n.d.). https://www.structural-learning.com/post/differentiation-strategies-a-teachers-guide

RING,G.,WEAVER,B.,ANDJ.H.J.JONES. 2008. Electronic portfolios: Engaged students create multimedia-rich artifacts.Journal of the Research Center for Educational Technology4(2): 103–114.

Student portfolio apps and websites. Common Sense Education. (n.d.).
https://www.commonsense.org/education/lists/student-portfolio-apps-and-websites

Yancey, K. B. (2009). Electronic Portfolios a Decade into the Twenty-first Century: What We Know, What We Need to Know. Peer Review, 11(1), 28–32.

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Accurate Data: Use the four keys to establish accuracy of contents.
Ensure accuracy of evidence:
Make sure entries are credible and student understands entry and learning target it is associated with.
Keep track of evidence:

1. Article kept? video, photo of project or work, product.

2. Date it

3. Organize portfolio~ hanging folders for hard copies or binders, mode of online storage, organization for display.

4. Store Collection ~ cereal boxes, crates, drawers, photo albums, clear display folders

5. Schedule the time to complete the portfolio, pick a date, put it on the calendar.

Invest time upfront:
A teacher should explicitly teach the how and why of portfolio keeping, it is important to scaffold the use
Make the experience safe:
When doing something publically students may have concerns of comparison, feelings of negativity or shortcomings, or feel boastful.
(Ablison, 2023) (Chappuis& Stiggins, 2020)

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These websites have reviews.

Cost Free-$$

Are listed with grade level in mind.

Student could easily take a photo of work with IPAD and upload.

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Student Portfolio Apps and Websites | Common Sense Education

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Student Portfolio Apps and Websites is a list of 10 apps, games, and websites curated by Common Sense Education editors.

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Can be difficult getting students onboard and evoking enthusiasm for learning through reflection
Time consuming: The day moves along quickly, portfolios need discussion, feedback and thought.
They also need explicit teaching to get them started.
(Ablison, 2023)