What.. Why.. And How..

KVS ZIET MYSORETRAINING FOR VIDYALAYA LEVEL

CCE MENTORS- Primary Level

According to Stiggins (2001), “a portfolio should tell the story of a student.”

Through the portfolio processes of collecting, selecting, organizing and reflecting, an individual is actively involved in constructing the story of her/himself as a student.

The artefacts included in the portfolio demonstrate what that student knows and can do. These artefacts, collected over time, will provide

an on going record of the student's accomplishments

Definition of Portfolio

Portfolio – CBSE Manual on CCE

Microsoft Word Document

PLEASE CLICK ON THE FILE TO OPEN

Uses of a Portfolio• to promote student control of learning• to track student progress• to demonstrate individual growth• to respond to individual needs• to evaluate and report on student progress• to facilitate student-led conferences• to show process and product• to show final products• to show student achievement with respect to specific curricular goals• to document achievement for alternative grading• to accumulate "best work"• for developing skills of organizing and independent effort

PARTS OF A PORTFOLIO

Establish a minimum set of elements for each portfolio.

CoverTitle pageTable of contentsPage numbersConclusion or reflection statement

SAMPLES IN A PORTFOLIOAre there certain things you want included in each sample? What must minimally accompany each sample?

Title Student assessment of the sample’s value or purposeWhat student learned

Principles that guide the use of Portfolios as an Assessment Tool• is continuous and ongoing--the value of

a portfolio is its ability to show development over time.• is multidimensional--the portfolio should

contain a wide variety of artifacts demonstrating a number of different learning processes and a variety of different assessment tools.

• is selective--it is selecting artifacts for inclusion in the portfolio that is valuable, not the collecting alone.

• is reflective--it is through the process of reflection that students come to understand themselves as learners. Reflection is essential to the use of the portfolio in supporting learning.

• has clearly defined criteria--the criteria for the selection of artifacts and for assessing the portfolio must be clearly understood by the teacher and the students from the beginning of the process (Chriest & Maher, 2003; Wolf & Sui-Runyan, 1996).

Multidimensional A Portfolio can showcase……

ArtLanguage experience dictationsWritten reportsFirst drafts and revised writingMath samplesWritten personal response

• Reading or writing logs• Journal entries• Activity reports• Group reports or

projects• Self-evaluations and

reflections• Photographs of three

dimensional products or performance based activities

Selective A Portfolio can showcase……General Type

Is there a general type of sample that you would like students to include in their portfolio .For ex-the best workThink of the traits you hope students will be encouraged to include in their portfolio?

May include work related to demonstrate for example:

Critical /CREATIVE thinkingProblem-solvingComputing

REFLECTIVE-ILLUSTRATIONS OF STUDENT REFLECTIONS

Clearly defined Criteria-Grading Portfolios

How will you grade the portfolio effort?The entire product will be graded using a rubric spelling out criteria

for appearance and completeness

Selected samples showing evidence of learning/skill will be graded

individually

Grading PeriodicityDo you want to give one all-or-nothing grade at the end, or use a process of grading in progressive steps toward completion?

Examples:Earning points along the way for turning in 10 work samplesCompleting an outlineCreating an entire packageMaking a presentation

FrequencyHow often should students be expected to add to their portfolio?

WeeklyMonthlyQuarterlyYearlyOther

StorageWho is responsible for storing portfolios? Where will this be done?

Be strong enough to withstand a whole year’s useOccupy no more classroom space than is comfortably available in most classroomsBe low cost Be readily accessible to students so the portfolios can be a natural part of daily classroom activities

Work Time - How Often? How much time should students be given to work on their portfolio in school?

One period or hour per dayOne period or hour per weekOne period or hour per monthOther

Showcasing- Presentation and Celebration

If you choose to have a presentation of portfolios, what kind would you like to see?

Parent and teacher conferencePeers or class reviewTeacher/student interview

Practical Considerations Applicable to the KV Set up

Parameters for implementation can be chalked out in subject committees for uniformity and clarityThough several ideas have been given a simple structure and criteria could benefit all studentsNo Bag Day could be used to work with student Portfolios in a collaborative way with the TeacherTeachers taking two or more subjects in a class may maintain one Portfolio since it is an integrated curriculum