Portfolios and Conferences

Genesee & Upshur

PORTFOLIOS

“Purposeful collection of student work that exhibits

the student’s efforts, progress, and achievements

in one or more areas.”(Del Vecchio et.al, 2000)

Kinds of portfolios

WHAT KIND OF WORK ARE KEPT IN PORTFOLIOS?

Sample writing.

Book reports.

Tape recording of speaking

List of books.Favorite short

stories

Portfolios that are

constantly expanding and never

cleaned out become

difficult to store.

Difficult to review.

Difficult to

assess.

How much work should be kept in portfolios?

Students should have access to their

portfolios at all times in order to add or take

out pieces.

Systematic review

and analysis of each student´s portfolio

should be carried out by teachers on a

regular basis , at the end of the semster or

grading period.

When and how often is work

put in portfolios?

Who has access to portfolios?

O StudentsO TeachersO Administrato

rsO FamilyO Other

Using portfolios interactively

O Sharing one´s accomplishment with others who are supportive and collaborative.

O The use of portfolios is critically depending on:

1. Used interactively2. Students´assuming

ownership of them 3. Students´controlling

the review process.

Making portfolios

interactive

1. Include

students in

decision making

2.Plan portfoli0s conferenc

es 3.Organiz

e reviews.*Individual

*Small groups or the whole

class*By inviting

parents

5. Teachers should always

adopt a:+Positive

+Collaborative

+Supportive attitude

DO’S Build on what students have

done and help them recognize

what they have accomplish.Praise students for specific techniques or strategies they have

used(for writing ) and point out the

positive effects of those strategies.

Listen and respond carefully to

students’ concerns about their

progress or difficulties.In writing portfolios, reinforce

students' use of appropriate terminology and metalinguistic

references.Discuss process and strategies as

well as products.Be realistic in setting goals.Be positive and supportive at all

times.

DON´TS

Focus on what has not been done or what or wrong with what has been done.

Be judgmental about students or goals.

Take over discussion of students’ work.

Porfolios and students self -reflection1. A brief note describing.

2. Allow students to control their own process.

3.Compare pieces of work.

4.Select their best work.

5.Be supportive, interested, and provide constructive feedback.

6.Ask students how they think they can strengthen weaknesses and what teacher can do to help.

7.Encourge students to reflect on their work in the presence of other student.

8.Ask students to comment on or write about keeping portfolios and how they help them learn better.

Using portfolios to plan instructionsResponsive to students’

needs

Plan regular conferences with students.

Review students’ portfolios to monitor the

impact of instruction.

Listen carefully to students’ comments about difficulties. Engage students in joint goal setting and plans are incorporated into your instructions.

Reviewing and responding to portfolios is time consuming.

CONFERENCES MEANING

CONFERENCE IS ANOTHER METHOD OF ASSESSMENT

* planning *Identify successful problematic learning strategies

*identify aspects of instruction*identify problematic aspects of language

* understand students motivations and interests

BENEFICIOUS OF CONFERENCES

PROVIDE OPPORTUNITI

ES FOR STUDENTS

WHEN CONFERENC

ES

TIME

COMSUMING

CONFERENCING AND GRADING

FOCUSES ON LEARNING OUTCOMES OR ACHIEVMENTS

RECORD KEEPING FACILITATE THE ASSESSMENT OF

INDIVIDUAL DEVELOPMENT

CONFERENCES AND PORTFOLIOS NOTES

TEACHER JOURNALS

NOTES ABOUT INSTRUCTIONA

L MATTERS

CHECKLIST

RECORD OBSERVATIONS

RATING SCALES

PROVIDE EVEN MORE PRECISE RECORDS OF

STUDENTS

STUDENT ANECDOTAL RECORDS

REMIND STUDENTS OF ANY GOALS

Conclusion

PORTFOLIOS AND CONFERENCE

http://www.youtube.com/watch?v=5N7KZFRL7mI

http://www.youtube.com/watch?v=moomu5XBf8s

http://www.youtube.com/watch?v=96NJvJsxsOs

QUESTIONS MAKE IN CONFERENCES

1. Conference about a single piece of writing .• Why did you select this piece of writing?• What things did you have difficulties in it?2. Conference about reading selection.• why did you select this story? • what particularly like about this story 3. Conference about portfolio .• What kinds of materials have you included

in your portfolio?• How do you plan to use your portfolio?

Guidelines for conducting conferences

What do you like about this work ? What do you think you did well? How does it show improvement form previous work ? Can you show me the improvement? Did you have any difficulties with this peace of

work ? Can you show me where you had difficulties? What did you do to overcome it? What strategies did you use to figure out the

meaning of words you could not read? What did you do when you did not know a word that

you wanted to write?