What if students join your class in the middle of the process. To effectively communicate with the teacher about a body of work, the student may be asked to write a brief introduction or overview capturing her perceptions of the progress for a growth portfolio or accomplishments for a showcase portfolio reflected in the collection of work.
Retrieved April 30, from http: The fact that they did not initially elaborate is probably not just a result of resistance or reluctance. Obviously, the answer to this question depends on your answer to the previous question about storage format. But we do not give sufficient attention to the processes required to create those products or outcomes, the processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking.
Typically the teacher keep the contents of the portfolio as they are usually stored in the classroom. Teachers provide models of good portfolios that illustrate how the product itself can effectively communicate with an audience through the way it is constructed.
Finally, a showcase portfolio might be designed to include significant input from the student on which samples best highlight achievement and progress, or the teacher might primarily make those decisions.
It gives students a clearer picture of why they got the score they got. For example, A teacher might review a portfolio at one or more intervals, and then prepare questions for the face-to-face conversation with each student; A student might run the conference by taking the teacher through her portfolio, highlighting elements consistent with the purpose of the portfolio; A "pre-conference" might occur in which teacher and student discuss how the portfolio should be constructed to best showcase it or best prepare it for evaluation.
A peer might also provide some reflection on a piece of work to be included in the portfolio. A common model for portfolio maintenance is to have two folders for each student -- a working folder and a portfolio folder.
To share the portfolio with parents, many schools host Portfolio Nights, at which students often guide their parent or parents through the story of their work. On a larger scale, an evaluation of the contents within the portfolio or of the entire package may be conducted by external bodies e.
A Portfolio Night also provides an opportunity for other members of the school or larger community to view student portfolios. The levels can be labeled with numbers such as 1 through 4letters such as A through F or words such as Beginning through Exemplary. So, the portfolio provides some evidence of attainment of those standards.
Some of the process skills may also be part of the teacher's or school's or district's standards. Creating a holistic rubric takes less time than the others, and grading with one is faster, too. For example, Pairs of students can review each other's work to provide feedback, identify strengths and weaknesses, and suggest future goals; Sharing with each other also provides an opportunity to tell a story or just brag; Students can always benefit from seeing good or poor models of work as well as models of meaningful reflection and goal-setting.
Moreover, if the portfolio is to be evaluated my multiple judges, application of a rubric increases the likelihood of consistency among the judges. Other times, teachers use class time to schedule one-on-one conferences during "conference days.
When will you find the time for students to participate, to reflect, to conference. But these examples should give you a good sense of some of the choices and some of the decisions involved.
Portfolios provide an opportunity to give parents a fuller glimpse of the processes and products and progress of their children's learning.
Other teachers evaluate the entire package: Examples of Portfolio Rubrics What might a portfolio rubric look like. Simply selecting samples of work as described above can produce meaningful stories about students, and others can benefit from "reading" these stories.
Those of us who are educators, for example, need to continually reflect upon what is working or not working in our teaching, how we can improve what we are doing, how we can help our students make connections to what they are learning, and much, much more.
The Case Against Grades By Alfie Kohn [This is a slightly expanded version of the published article.] “I remember the first time that a grading rubric was attached to a piece of my holidaysanantonio.comly all the joy was taken away.
Due to time constraints in my corner of the world (school started a week ago) I’m gonna have to shelve my typically softspoken online persona and get straight to it. If you’d like to see assessment amount to more than a meaningless exercise in classroom control, if you’d like to see cheating.
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