Portfolio and conferences

1. Portfolios and
Conferences
Genesee & Upshur

3. 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)

4. Kinds of portfolios

5. WHAT KIND OF WORK ARE KEPT IN
PORTFOLIOS?
Sample writing. Book reports.
Tape recording of speaking
List of books.
Favorite short
stories

6. Limited
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?

7. When and how
often is work put in
portfolios?
Who has access to
portfolios?

8. 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 interactively
2. Students´assuming
ownership of them
3. Students´controlling the
review process.

9. Making
portfolios
interactive
1. Include students in
decision making
2.Plan
portfoli0s
conferences
3.Organize
reviews.
*Individual
*Small groups or the
whole class
*By inviting parents
4.Discussion of students
portfolios should be:
-Positive
-Collaborative
-Under control of the
students portfolios are
being review.
5. Teachers
should always
adopt a:
+Positive
+Collaborative
+Supportive
attitude

10.  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.

11. Porfolios and students self -reflection
1. 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.

13. Using portfolios to plan instructions
Responsive 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.

18. CONFERENCES
MEANING

19. 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

20. BENEFICIOUS OF
CONFERENCES
PROVIDE
OPPORTUNITI
ES FOR
STUDENTS

22. CONFERENCING AND
GRADING
FOCUSES ON LEARNING OUTCOMES OR
ACHIEVMENTS

23. RECORD KEEPING
FACILITATE THE ASSESSMENT
OF INDIVIDUAL
DEVELOPMENT

24. CONFERENCES AND
PORTFOLIOS NOTES

26. CHECKLIST
RECORD OBSERVATIONS

28. STUDENT ANECDOTAL
RECORDS
REMIND STUDENTS OF ANY GOALS

29. http://www.youtube.co
m/watch?v=5N7KZFRL
7mI
http://www.youtube.co
m/watch?v=moomu5X
Bf8s
http://www.youtube.co
m/watch?v=96NJvJsxs
Os

31. 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?

32. 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?