3. Portfolios can be
a collection of a student’s work:
over a year or
over their entire time in a school
4. Portfolios provide
students, teachers and families with a
“video” of the student’s growth over time
instead of
a snapshot from a one-time test that may or
may not be valid or reliable
5. Portfolios
Portfolios are used to collect samples of student work over
time to track student development. Tierney, Carter, and
Desai (1991) suggest that, among other things, teachers
do the following: maintain anecdotal records from their
reviews of portfolios and from regularly scheduled
conferences with students about the work in their
portfolios; keep checklists that link portfolio work with
criteria that they consider integral to the type of work
being collected; and devise continua of descriptors to plot
student achievement. Whatever methods teachers choose,
they should reflect with students on their work, to develop
students' ability to critique their own progress.
The Center for Applied Linguistics
http://www.cal.org/resources/digest/tannen01.html
6. The following types of materials can be
included in a portfolio:
Audio- and videotaped recordings of readings or oral
presentations.
• Writing samples such as dialogue journal entries, book reports,
writing assignments (drafts or final copies), reading log entries,
or other writing projects.
• Art work such as pictures or drawings, and graphs and charts.
• Conference or interview notes and anecdotal records.
• Checklists (by teacher, peers, or student).
• Tests and quizzes.
To gain multiple perspectives on students' academic development, it is important for
teachers to include more than one type of material in the portfolio.
The Center for Applied Linguistics
http://www.cal.org/resources/digest/
tannen01.html
7. Portfolios can be used
in all subjects
in several languages
for all kinds of media, e.g., art, music,
graphic stories
8. A portfolio can be
formative or work-in-progress portfolio, for
feedback
summative or showcase portfolio: final and
best work, for evaluation
9. Portfolios can be shared
with
the school community
other school communities
parents
the wider community
14. Portfolios can contain
Poems
Science lab reports
Country reports
Newsletter contributions
Letters to the Editor, CEOs, city politicians
Reflections on learning
15. Usually, portfolios have:
A learning goal
Evidence the goal has been achieved with an
artifact (a writing, a photo, a movie, a letter,
a drawing, an experiment, a description of
the life cycle of a plant)
A reflection and self-assessment and/or
peer assessment
16. Portfolio study can be
started by
Creating your own teaching portfolio
You’ll need to decide first what a teacher
needs to know, be able to do and how to
demonstrate that
17. Then work with students
to create portfolios
They will need to know/decide:
what they want to know, be able to do and
how to demonstrate that
18. Resources for Teachers
Resources from the NCLRC (National Capitol
Language Resource Center)
Sample Description and Process
Electronic portfolios
Portfolio Checklist
