Portfolios in the Classroom

Documenting and Showcasing Student and Faculty Work

What is our current understanding?

Understanding Assessment

• Pre or Diagnostic• Formative• Summative

• Auditive vs. Educative

Types of Portfolios

• Developmental/Growth Portfolios: demonstrate the advancement and development of student skills over a period of time. Developmental portfolios are considered works-in-progress and include both self-assessment and reflection/feedback elements. The primary purpose is to provide communication between students and faculty.

Assessment Portfolios

• Assessment Portfolios: demonstrate student competence and skill for well-defined areas. These may be end-of-course or program assessments primarily for evaluating student performance. The primary purpose is to evaluate student competency as defined by program standards and outcomes.

Showcase Portfolios

• Showcase Portfolios: demonstrate exemplary work and student skills. This type of portfolio is created at the end of a program to highlight the quality of student work. Students typically show this portfolio to potential employers to gain employment at the end of a degree program.

Hybrid Portfolios

• Hybrids: Most portfolios are hybrids of the three types of portfolios listed above. Rarely will you find a portfolio that is strictly used for assessment, development or showcase purposes.

"a portfolio without standards, goals and/or reflection is just a fancy resume, not an electronic portfolio."

• Helen Barrett

http://www.nap.edu/openbook.php?record_id=10129&page=119#

Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002)

Forcing Differentiation

Everybody’s cards are different and they can choose how to play their hand!

http://electronicportfolios.com/portfolios/HongKong/html/web_data/file4.htm

Portfolio FrameworkDanielsen & Abrutyn & ASCD, 1997

• Collection• Selection (based on standards)• Reflection• Projection or Direction

• Helen Barrett Update– Additional Component Connection

More Elaborate FrameworkRobin Fogarty, Kay Burke, and Susan Belgrad (1994, 1996)

• PROJECT purposes and uses • COLLECT and organize • SELECT valued artifacts • INTERJECT personality • REFLECT metacognitively • INSPECT and self-assess goals • PERFECT, evaluate, and grade (if you must) • CONNECT and conference • INJECT AND EJECT to update • RESPECT accomplishments and show pride

Why Portfolios?

What to Include• Student Information: name and basic info• Table of Contents: or various way to display links to contents of the

portfolio • Learner Goals • Curricular standards and/or criteria: used to align the contents of the

portfolio to institutional, departmental or course curriculum • Rubrics: can be used to assess student work. A rubric is a criteria-rating

scale, which provides the instructor with a tool to track student performance. They also inform students of the course/departmental/institutional expectations and should be aligned with standards.

• Guidelines: used to select appropriate artifacts to keep the collection from growing haphazardly

• Artifacts: examples of student work including documents, images, video, audio, etc. (can be chosen by student, instructor or both)

• Instructor feedback • Self-reflection pieces: a portfolio without reflections is just a multimedia

presentation or an electronic resume

Steps

• Define Goals/Pedagogical Purpose/Context• Determine Audience• Active, Working Portfolio Stage• Reflective/Metacognitive Stage• Connective/Peer Review/Social Learning Stage• Presentation/Culmination Stage

Potential (versatile) Tools

Selecting a Tool

• Mahara• Google Sites• Wikispaces• Blogs (Wordpress 3 and new Menus)• Moodle Options• Commercial – Chalk and Wire

Creating A Faculty Portfolio

Creating an Assessment Portfolio

Bibliography

Images• YellowMan w/briefcase-http://www.flickr.com/photos/lumaxart/2147827053/in/photostream/• Question Marks -http://www.flickr.com/photos/42788859@N00/318947873/• Swiss Army Knife - http://www.flickr.com/photos/80516279@N00/2274372747/• Cards - http://www.flickr.com/photos/20683895@N00/2985280926/

ContentHelen BarrettLearning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002)

http://www.nap.edu/openbook.php?record_id=10129&page=119#http://electronicportfolios.com/portfolios/HongKong/html/web_data/file7.htmhttp://electronicportfolios.com/portfolios/EPDevProcess.html