Wiki Update – Artifacts & Portfolios by Phillip Hill https://padlet.com/felipe_hill/djljw5n8gb8x Artifacts & Portfolios en-us 2018-03-20 23:16:44 UTC 2025-10-04 20:54:24 UTC hello@padlet.com Artifacts & Portfolios felipe_hill https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244310820 Team C: Phillip Hill, Missy Minock, JoAnn Souder & Dave Heldreth
CUR/550 
April 2, 2018
Professor McGovern
]]> 2018-03-20 23:26:34 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244310820 Artifacts and Portfolios felipe_hill https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311219 Teachers need to collect and use student artifacts to help guide discussions during team meetings in their professional learning community. Students work including portfolios will provide teachers with information they need or want to show in their own portfolios.]]> 2018-03-20 23:29:06 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311219 Purpose and Process of Using Student Artifacts and Portfolios felipe_hill https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311531 Student artifacts and portfolios can be the tool that guides the discussion during the PLC. According to Roberts and Pruitt (2009), “Jointly assessing student work is one of the most effective ways to focus attention on student learning, and it is a powerful factor in developing and maintaining a professional learning community,” (p. 181). The purpose and process of using student portfolios according to Sosnowski (n.d.), is to allow students the opportunity to self-monitor their own learning, give teachers the opportunity to see growth and development in the form of student projects, a means for students to celebrate their own accomplishments, and portfolio assessments can be easily shared with parents, giving teachers concrete evidence of a student's achievements and struggles. 

As for the purpose and process of student artifacts, artifacts are a critical aspect of the learning portfolio that provides evidence of all coursework to include anecdotal records, student work, student portfolios, student achievement data, student journals, and so much more. 

Roberts, S. & Pruitt, E. (2009). Schools as professional learning communities: Collaborative  activities and strategies for professional development. Thousand Oaks, CA: Corwin Press.

Sosnowski, Jana. (n.d.). Purposes of Portfolio Assessment. Synonym. Retrieved from             http://classroom.synonym.com/purposes-portfolio-assessment-5103845.html

]]> 2018-03-20 23:31:30 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311531 PLC Community Framework Use of Student Artifacts and Portfolios felipe_hill https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311696 When considering student artifacts and portfolios from the context of a PLC, as expressed in the purpose they can be a valuable tool for jointly assessing. More than that though, they prevent educators from constantly reinventing the wheel. "All too often a highly successful lesson or leadership approach goes undocumented. Recording and documenting it in a professional portfolio conserves it for future consideration and maybe even for publication." (Roberts & Pruitt, 2009)

Th is is one of the essential tenets of PLC's put directly into practice. Using shared information and feedback to improve the overall product for students. Portfolios are the specific examples that we can choose from and improve each year. In addition, they can be used for professional portfolios to aid in finding appropriate fits for educators seeking a new plan of employment. Being able to reference specific examples and demonstrations of educational philosophy is invaluable in demonstrating educational capabilities.

Roberts, S. & Pruitt, E. (2009). Schools as professional learning communities: Collaborative  activities and strategies for professional development. Thousand Oaks, CA: Corwin Press.


]]> 2018-03-20 23:32:50 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311696 Conclusion felipe_hill https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311962 Student artifacts and portfolios provide an excellent means for teachers and students to track student learning over a period of time. Artifacts and portfolios also give students a more authentic way to show what they have learned, and provide teachers with a treasure trove of information about student learning. The data from the artifacts and portfolios allows teachers to make effective changes in their teaching strategies and allows students to self-monitor their learning. Since there is a plethora of data able from student artifacts and portfolios, having teams of teachers review the data together gives broader perspective and wider application of changes in teaching strategies.  Rather than reinventing the wheel, teachers can work together and improve the design through collaborative efforts. ]]> 2018-03-20 23:34:37 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/244311962 https://padlet.com/felipe_hill/djljw5n8gb8x/wish/342677233 2019-03-19 02:49:10 UTC https://padlet.com/felipe_hill/djljw5n8gb8x/wish/342677233