One of the most common questions schools ask about portfolios is, “What goes into it?”
It helps to start with a couple more essential questions – “What is our purpose for the portfolio?” and “Who is our primary audience?”Most of the time, schools want the portfolio to be a demonstration of a student’s best work. One simple way to start is to select 2 to 4 assignments for each subject. (That is, for elementary schools, you might have a couple of reading samples, a couple of writing samples, and a couple of math samples; for middle and high schools, you might ask students to include 2 to 4 assignments from each full-year class.)Some schools focus on a certain subject area; in that case, you might want a sample of each of each type of assignment. For example, a student’s writing portfolio could include a narrative essay, an argumentative essay, and a response to literature; a technology portfolio could show students’ use of word processing, spreadsheets, presentations, and Internet research.A “growth over time” portfolio could include examples of the student doing something similar at different times of the year. For example, we could see a first grader’s ability to read independently at the beginning, middle and end of the year; we could also see a Spanish student’s ability to speak in the language at various points. Sometimes, the growth over time is around some deeper skill; by filming math students working through problems throughout the year, we can see how their problem solving skills grow, or science students could show how their ability to create a good hypothesis has improved from one quarter to the next.Project-based learning allows us to see the process of building the project, from initial idea through to completed
work. We can see the steps – and the mis-steps – along the way.
The key element when you are getting started is to build on what your teachers and students are already doing. Your students are undoubtedly doing interesting things; the portfolio should allow you to capture those moments.
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- Personalizing Assessment with Digital Badges
- Demonstrating the Whole Child with Digital Badges
- Project-Based Learning and Digital Portfolios
- Individual Learning Plans and Digital Badges
- Using Data Dashboards Effectively
- New Initiatives? Digital Portfolios Can Help
- Chapter 6: Building a Badge- and Portfolio-Friendly Culture
- Chapter 5: Tours – Student Presentations of Badges and Portfolios
- Chapter 4: Effective Feedback and Rubrics
- Chapter 3: Creating Portfolio-Worthy / Badge-Worthy Tasks
- Chapter 2: Defining Badges
- Chapter 1: Setting the Vision
- Welcome back to the Richer Picture blog!
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- Badges and the Habits of Mind
- Badges, Pathways and Success Plans
- Digital Badges and Goal-Setting
- Portfolios and report cards
- Reflecting on reflections
- How do we introduce portfolios in our school?
- How do we share rubrics?
- What does “personalization” mean?
- Mini-exhibitions – a first step on the journey
- A Guide for Transformation — “Bold Moves” by Heidi Hayes Jacobs and Marie Alcock
- Portfolios and Badges – A Guide Throughout the Year
- Starting at the End
- A Framework for Personalization – “Students at the Center” by Bena Kallick and Allison Zmuda
- Computer Science Standards
- Digital Badges and Portfolios
- Portfolios vs Scrapbooks
- Organizing Your Portfolio Around Competencies
- What Goes into a Portfolio?
- Welcome!
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The New ASCD Book from David Niguidula
Demonstrating Student Mastery with Digital Badges & Portfolio
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