Designs of Students Portfolio

Karen Ongcol & Jane Doroteo

Definition: “ collection of student work that demonstrates

achievement or improvement” (Stiggins 1994) “ a portfolio is a collection of evidence that is

gathered together to show a person’s learning journey over time and to demonstrate their abilities” (Butler 2006)

Guidelines for Effective Design:1. Establish how the portfolio will be used.

- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.

Common purposes:• Growth monitoring• Skill certification• Evidence of best work• External assessment• Communication with parents

2. Center the content of portfolios on instructional goals

- the list of goals provides the framework for selecting and evaluating work samples.

-These goals specifies what the student is striving to achieve and indicates which skills to be document.

- these goals are stated more generally than performance objectives.

Performance Objective:

• Given the relative location of adjacent centers of low and high pressure in Earth’s atmosphere, indicate the direction of the wind between these two centers.

Instructional Goal

• Exhibit an understanding on the relation between atmospheric pressure and airflow.

3. Determine the type of portfolio to be used.

Types of Portfolioa) Showcase portfolio

- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.

b) Reflective portfolio-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.

c) Cumulative portfolio-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.

d) Goal-based portfolio-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.

e) Process portfolio-a way of documenting the steps and processes a student has employed to complete a piece of work.

4. Establish Procedures for Organizing the Portfolio.- stored items in file folders, accordion file

folders, three-ring binders & boxes with dividers or saving items with the use of technology.

5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.

- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.

Items that might be included in the portfolio:

• Photographs of projects• Artistic creations• Reports• Classroom tests• Work samples• Self-recording graphs

• Error & miscue analysis summaries

• Computer-generated products

• Awards & honors• Audio & video recordings• Student, family &

teacher interviews and observations

6. Record the significance of items included in students’ portfolios.

- they can create a caption statement to identify and note the significance of the piece.

Caption statements – are concise, written comments in which students and teachers note the time and the date

Sample Caption Statement:

Name of the student: James SantosDate: March 10, 2015

Teacher comments: James completed the piece using a checklist that guided him in creating and organizing the elements of the story. I encourage him to elaborate on his story.

Students comments: I have been working on a story about New Year Celebration. I feel good about this item because I made up the story.

Strategies in Evaluating and Writing Caption Statements

• Ask students to write letters to their portfolios discussing the reasons that a specific item was chosen to be a part of their portfolios.

• Use caption-statement prompts to involve students in the caption-writing process.

• Use questioning to prompt students to reflect on their portfolio items and write corresponding caption statements.

7. Review and evaluate portfolios periodically.

Teachers and students can also examine portfolios as a whole product considering:

• The number, diversity, quality, and organization of the items selected.

• The level of student involvement and reflection• The effectiveness of the caption and summary statement• The growth and changes documented.

Sample Caption Statement Prompts

IMPROVEMENTSthis item reveals my important in _____. Before, I used to ____. However, now I ____.

PRIDEI feel good about this item because _________.

SPECIAL EFFORTSThis item shows something that I find difficult to do. Please notice, I spent a lot of time working to ________.

INSTRUCTIONAL OBJECTIVESThis item shows how I have improved in the area of ____.I have learned to _____. I will continue to _______.

CONTENT AREASIn (content area), I have been trying to ______.I chose this item because_______.

Portfolio Rubrics on Criterion Items

Excellent

1. Contains a sufficient number of items.2. Contains items that reflect authentic work, show the

creativity of the student, and relate to the curriculum.3. Contains items that are diverse and reflect a variety of

learning products(activities) and cover a range of areas.4. Contains items that dearly provide information about the

students instructional needs.5. Contains items that reveal important about student

learning (skills and process).6. Contains items that relate the portfolio.

Good

1. Contains a sufficient number of items.2. Contains a majority of items that reflect authentic work, show the creativity of the student, and relate to the curriculum.3. Contains a majority of items that are diverse and reflect a variety of learning products(activities) and cover a range of areas.4. Contains a majority of items that dearly provide information about the students instructional needs.5. Contains a majority of items that reveal important about student learning (skills and process).6. Contains a majority of items that relate the portfolio.

Fair

1. Contains a sufficient number of items.2. Contains only a few of items that reflect authentic work, show the creativity of the student, and relate to the curriculum.3. Contains only a few of items that are diverse and reflect a variety of learning products(activities) and cover a range of areas.4. Contains only a few of items that dearly provide information about the students instructional needs.5. Contains only a few of items that reveal important about student learning (skills and process).6. Contains only a few of items that relate the portfolio.

Portfolio Rubrics on Students Involvement

Excellent

1. Students are involved in selecting most of the portfolio items.2. Students are involved actively in organizing the portfolio.3. Students personalize their portfolios (e.g. drawing pictures, logos)4. Students are actively involved in composing caption statements.5. Students are actively involved in composing summary statements.6. Students are actively involved in evaluating and presenting their

portfolios to others.

Good

1. Students are somewhat involved in selecting most of the portfolio items.

2. Students are somewhat involved actively in organizing the portfolio.

3. Students somewhat personalize their portfolios (e.g. drawing pictures, logos)

4. Students are somewhat actively involved in composing caption statements.

5. Students are somewhat actively involved in composing summary statements.

6. Students are somewhat actively involved in evaluating and presenting their portfolios to others.

Fair

1. Students are minimally involved in selecting most of the portfolio items.

2. Students are minimally involved actively in organizing the portfolio.

3. Students minimally personalize their portfolios (e.g. drawing pictures, logos)

4. Students are minimally actively involved in composing caption statements.

5. Students are minimally actively involved in composing summary statements.

6. Students are minimally actively involved in evaluating and presenting their portfolios to others.

Portfolio Rubrics on Caption Statements

Excellent

1. All items have caption statements.

2. All caption statements provide meaningful information related to the item presented, including date, context and description.

3. All caption statements are grammatically correct and presented in language that others can understand.

4. All caption statements reveal evidence of teacher and student involvement.

Good

1. All items have caption statements.

2. Most caption statements provide meaningful information related to the item presented, including date, context and description.

3. Most caption statements are grammatically correct and presented in language that others can understand.

4. Most caption statements reveal evidence of teacher and student involvement.

Fair

1. Some items have caption statements.

2. Some caption statements provide meaningful information related to the item presented, including date, context and description.

3. Some caption statements are grammatically correct and presented in language that others can understand.

4. Some caption statements reveal evidence of teacher and student involvement.

Portfolio Rubrics on OrganizationExcellent

1. Select an appropriate portfolio type.

2. Includes an organized and easy-to-follow table of contents.

3. Is sequenced and has transitions from section to section.

4. Is packaged for durability, confidentiality, and ease of use

5. Sections are organized consistently along reasonable lines.

Good

1. Select an appropriate portfolio type.

2. Includes a table of contents that is mostly organized and easy-to-follow.

3. Is mostly sequenced and has transitions from section to section

4. Is mostly packaged for durability, confidentiality, and ease of use.

5. Sections are consistently organized and structured along reasonable lines.

Fair

1. Select an appropriate portfolio type.

2. Includes a table of contents that is not well organized and easy-to-follow.

3. Is not sequenced, and it is difficult to discern the transitions from section to section.

4. Is not packaged for durability, confidentiality, and ease of use.

5. Sections show signs of organization.

Challenges and Benefits* using portfolio as an evaluation tool can be time consuming.* collection of work samples, conferencing, and evaluating the students progress.*provides flexibility, collaboration, and documentation of the

students progress.*individualized, emphasize one’s best work and focuses on

product.*students portfolio can be used in formative evaluations.

Thank You!