Chapter+11


 * Date: || July 8, 2012 || Title of Selection: || Portfolios ||

Select the kind of portfolio best suited to your context. Determine the learning targets that will be the focus of the portfolio. Engage students in selecting artifacts to include. Prepare students to annotate entries and reflect on the portfolio contents. Plan for sharing options. Manage the process and minimize the mess. ||
 * Learning target(s) this selection addresses:

“The keys to effective and efficient portfolio use lie in knowing which story you want to tell, maximizing the students’ role, and managing the variables accordingly” Portfolios are a story, rather than just a snapshot of a student. They can show how a student has grown over time, or they can celebrate the student. Thought and design must go into a portfolio. It is not an end to a means, but rather a work of art that should help guide and celebrate the student.
 * What this selection illustrates about my learning/why I chose this selection:**

PERSONAL PORTFOLIO DECISION FORM •work samples •reflections ||
 * What kind of portfolio will you keep? || Project Portfolio ||
 * What learning targets will your portfolio illustrate? || •Classroom Assessment
 * 1) Classroom Assessment: Every Student a Learner
 * 2) Clear Purpose: Assessment for and of Learning
 * 3) Clear Targets
 * 4) Sound Design
 * 5) Selected Response Assessment
 * 6) Written Response Assessment
 * 7) Performance Assessment
 * 8) Personal Communication as Classroom Assessment
 * 9) Record Keeping: Tracking Student Learning
 * 10) Converting Summative Assessment Information
 * 11) Portfolios
 * 12) Conferences About and with Students ||
 * What artifacts will you include? || •power points
 * What type of annotations will you make on each piece? || •The form of statements of the learning target each artifact represents ||
 * What form will your reflection on the portfolio as a whole take? || •Self-reflection (of the course of study as a whole) ||