Portfolios for Assessment by Kristine Blasco https://padlet.com/kb0243/su5c8b1hxhovl6o0 How can a teacher use a portfolio in the classroom effectively? Is it more than just a folder of work? en-us 2023-09-16 14:49:14 UTC 2023-09-19 23:24:40 UTC hello@padlet.com https://padlet.net/icons/png/1f4a1.png Portfolio selection suited for your content kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706877014 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)

]]> 2023-09-16 15:28:05 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706877014 Track and Reflection kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706963651 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)
]]> 2023-09-16 18:05:09 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706963651 Richer and Deeper than traditional Assessment kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706983676  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)
]]> 2023-09-16 18:48:46 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706983676 Website for Portfolio Tips kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706985812 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.]]> 2023-09-16 18:53:39 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706985812 Sources kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706998191
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.



]]> 2023-09-16 19:22:51 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2706998191 Tech tools for Portfolios kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707004619
  • 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.
    • ]]>     2023-09-16 19:38:31 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707004619     Pros or Successful Use kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707006405 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)

    ]]>     2023-09-16 19:42:56 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707006405     Cons of Using a Portfolio kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707006504  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)]]>     2023-09-16 19:43:11 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707006504     Content kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707011938 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)


    ]]>     2023-09-16 19:57:08 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707011938     Supportive Research kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707013049       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)
          ]]>     2023-09-16 20:00:10 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707013049     Differentiation kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707041079 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. 

    ]]>     2023-09-16 21:21:14 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707041079     Portfolio Assessment kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707045792 2023-09-16 21:38:14 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707045792 kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707101416 2023-09-17 01:43:03 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707101416 kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707351967 "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). ]]> 2023-09-17 12:42:11 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707351967 YES! kb0243 https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707356262 "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)]]>     2023-09-17 12:50:26 UTC https://padlet.com/kb0243/su5c8b1hxhovl6o0/wish/2707356262