Downloaded 21 times
More Related Content
Similar to PORTFOLIO as a COMMUNICATION MEDIUM.pptx
PORTFOLIO as a COMMUNICATION MEDIUM.pptx
- 1.
- 2. WHAT IS PORTFOLIO? ❖Aportfolio is a purposeful collection of student work that exhibits the student‘s efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student reflection (Leon Paulson, Pearl Paulson, and Carol Meyer,1991)
- 3. ●A systematic collectionof student work and related material that depicts students’ activities, accomplishments, and achievements in one or more school subjects. “ ● 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” (Buttler,2006)
- 4. Main characters ❖A portfoliocontains a purposefully selected subset of student work. ❖"Purposefully" selecting student work means deciding what type of story you want the portfolio to tell. ❖They are collections of work, different from a single timed impromptu essay or a class essay carried out over a semester. ❖They are purposeful in that they “demonstrate”, “exhibit” or provide “evidence” of “achievement”, “improvement”, “the writer self-reflection the writing process and the writer’s growth”. ❖The degree to which these characteristics are evidenced in the portfolios largely depends on their purpose
- 5. PORTFOLIOS AND AUTHENTICASSESSMENT • a portfolio is a type of assessment. • Sometimes the portfolio is also evaluated or graded, but that is not necessary to be considered an assessment. • Portfolios are authentic assessment. • Portfolios provide an excellent vehicle for consideration of process and the development of related skills
- 6. Features and principlesof portfolio assessment 1. A portfolio is a form of assessment that students do together with their teachers. 2. A portfolio represents a selection of what the students believe are best included from among the possible collection of things related to the concept being studied. 3. A portfolio provides samples of the student’s work which show growth over time. 4. The criteria for selecting and assessing the portfolio contents must be clear to the teacher and the students at the outset of the process.
- 7. Nature and Characteristics (Accordingto Barton and Collins, 1997) 1. MULTISOURCED ●Allows opportunity to evaluate a variety of specific evidence. ●Include both people and artifacts 2. AUTHENTIC ●Context evidence are directly linked ●The items selected or produced for evidence should be related to program activities, as well as the goals and criteria ●If the portfolio is assessing the effect of a program on participants or communities, then the “evidence” should reflect the activities of the program rather than skills that were gained elsewhere.
- 8. 3. DYNAMIC ●Capturing growthand change ●Data or evidence is added at any points in time, not just as “before and after” measures. ●Rather than including only the best work, the portfolio should include examples of different stages of mastery 4. EXPLICIT ●Purpose and goals are clearly defined. ●The students or program participants should know in advance what is expected of them, so that they can take responsibility for developing their evidences. 5. INTEGRATED ●Evidence should establish a correspondence between program activities and life experiences. ●Participants should be asked to demonstrate how they can apply their skills or knowledge to real-life situations
- 9. 6. BASED ONOWNERSHIP ●The participants helps determine evidence to include and goals to be met ●A Should require that the participants engage in some reflection and self-evaluation as they select the evidence to include and set or modify their goals. 7. MULTIPURPOSED ●Allowing assessment of the effectiveness of the program while assessing performance of the participant ●Evaluates the effectiveness of your intervention ●Evaluates the growth of individuals or communities ●Serves as a communication tool when shared with family, other staff, or community member.
- 10. Purposes of portfolioassessment 1. Portfolio assessment matches assessment to teaching. 2. Portfolio assessment has clear goals. They are decided on at the beginning of instruction and or clear to teacher and students. 3. Portfolio assessment gives a profile of learner abilities in terms of depth, breadth and growth. 4. Portfolio assessment is a tool for assessing a variety of skills not normally testable in a single setting for traditional testing. 5. Portfolio assessment develops awareness of own learning by the students.
- 11. 6. Portfolio assessmentcaters to individuals in a heterogeneous class. 7. Portfolio assessment develop social skills. Students interact with other students in the development of their own portfolio. 8. Portfolio assessment promotes independent and active learners. 9. Portfolio assessment can improve motivation for learning and thus achievement. 10. Portfolio assessment provides opportunity for student- teacher dialogue.
- 12. TYPES AND USES 1.Growth Portfolios a. to show growth or change over time b. to help develop process skills such as self-evaluation and goal-setting c. to identify strengths and weaknesses d. to track the development of one more products/performances
- 13. 2. Showcase Portfolios a.to showcase end-of-year/semester accomplishments b. to prepare a sample of best work for employment or college admission c. to showcase student perceptions of favorite, best or most important work d. to communicate a student's current aptitudes to future teachers 3. Evaluation Portfolios a. to document achievement for grading purposes b. to document progress towards standards c. to place students appropriately
- 14. Essential elements ofthe portfolio 1. Cover Letter “About the Author” and “What my portfolio shows about my process as a learner” (written at the end but put at the beginning). 2. Table of contents with numbered pages. 3. Entries – both core (items students have to include) and optional (items of students choice). 4. Dates on all entries, facilitate proof of growth over time. 5. Draft of aural/oral and written products and revised version. Example: first drafts and corrected/revised version.
- 15. 6. Reflections canappear at different stages in the learning process (for formative and or summative purposes) and at the lower levels can be written in the mother tongue. For each item – a brief rationale for choosing the items should be included. Students can choose to reflect upon some of the following: ●What did I learn from it? ●What did I do well? ●Why did I choose this item? ●What do I want to improve in the item? ●How do I feel about my performance? ●What were the problem areas?
- 16. Stages in implementingportfolio assessment 1. Identifying teaching goals to assess through portfolio 2. Introducing the idea of portfolio assessment to your class 3. Specification of portfolio content 4. Giving clear and detailed guidelines for portfolio presentation 5. Information key, school officials, parents and other stakeholders 6. Development of a portfolio
- 17. Types of digitalportfolios 1. Process or learning portfolio ( A work in progress ) ●Demonstrate the advancement and development of students skills over a period of time. ●Process portfolios are considered work in progress and include both a self-assessment and reflection or feedback elements. 2. Assessment Portfolio ( used for accountability) ●used to demonstrate what a student has learned or to demonstrate that they have mastered elements of the curriculum ●May not be the most popular choice for schools as they are not student-centered; artefacts are chosen based on the curriculum ●Primary purpose is to evaluate student competency as defined by program standards and outcomes.
- 18. 3. Showcase orpresentation portfolio ( collection of best work) ●Demonstrate exemplary work and students skills ●This type of portfolio is created at the end of a program to highlight the quality of student work ●Students typically show this portfolio to potential employers to gain employment at the end of a degree program. 4. Hybrid Portfolio ●Most portfolios are hybrids of the three types of portfolios listed above. ●Rarely you will find a portfolio that is strictly used for assessment development or showcase purposes ●Occasionally you may come across showcase portfolios that do not show evidence of self-reflection rubrics for assessment or feedback
- 19. Assessing and evaluatingthe portfolio “ Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performance.” - (Paulson, Paulson and Meyer, 1991)
- 20. The teacher providesfeedback on the portfolios: ●Write a letter about the portfolio which details strengths and weaknesses and generates a profile of a student’s ability, which is then added to the portfolio ●Prepare certificates which comment on the portfolio strengths and suggest a future goals. Student-Teacher Conferences ●The main philosophy embedded in portfolio assessment is “shared and active assessment”.
- 21. For formative evaluationprocess, ●The teacher should have short individual meetings with each student, in which progress is discussed and goals are set for future meeting. ●The student and the teacher keep careful documentation of the meetings noting the significant agreements and findings in each session For summative evaluation purposes, ●Students can negotiate for the appropriate grade to be given using as evidence the minutes of the regular student-teacher conferences. ●Note from conferences have to be included in the portfolio as they contain joint decisions about the individual’s strength and weaknesses.
- 22. E-PORTFOLIOS What is ane-portfolio? ●An e-portfolio is an electronic format for students to: ●record their work, goals, and achievements ●reflect on their learning ●share their learning and receive feedback and feedforward. ●It enables students to represent information in different formats and, depending on the software, take the information with them between schools.
- 23. Why use e-portfolios? ●e-Portfolios"are a way to generate learning as well as document learning" (Basken, 2008). ●e-Portfolios generate learning because they provide an opportunity and virtual space for students to critically assess their work, to reflect on that work, and make connections among different subject areas, assignments, and other activities, such as work experience, and extracurricular activities. ●e-Portfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation.
- 24. Why use aneportfolio? ●Because eportfolios can provide a means for assessment based on evidence of an individual’s growth over time and effort not a list of test scores. ●Because evaluating the learners work using a variety of artifacts – graphics, pictures, multimedia, stories, journals, or projects provides a view into the individuals mind and capabilities as well as the teaching and learning environment. What to include? ●Text including hyperlink writing ●Images, photography, and artwork ●Video ●Audio ●Social media ●Other embeddable content
- 25. 1. Text ●When studentsare publishing in their digital portfolio there is probably going to be a lot of text including students own written context as well asquotes from others. ●One of the key benefits of writing on the web is the ability to hyperlink the writing. That is, linked to other sources to cite studies, backup opinions,provide background information, explain a train of thought, or provide examples. ●Instead of merely substituting analog writing for digital (e.g., Publishing in a blog post what would have once been handwritten or type in a word processor), the use of hyperlinks can help students to engage in higher order thinking and reflection.
- 26. 2. Images, Graphicsand artwork Apart from creating drawings by hand or taking photographs, students can: ●Make a photo collage using an app like pic collage or an online tool like adobe spark or canva. ●Use images from a creative commons site ●Take screenshots of work completed in other programs, perhaps with annotation ●Create mind maps using a tool like Bubbl.us ●Create digital artwork using a wide range of web tools. Some examples are Google Drawings, emoji. ink, Toy Theatre Art Tools, Bomomo abstract art, Tate kids street art, Draw island qnd Auto draw. ●Make infograpics, posters, or illustrations using a tool like adobe spark or canva. Both of these tools offer free education accounts ●Demonstrate data with graphs charts and spreadsheets using tools like google sheets beam or canva
- 27. 3. Video ●Video istransforming education and students can be both video consumers and creators. ●Videos can bring learning to life and engage students while helping them understand key curriculum concepts. Students can watch videos from sites like youtube, or Ted ED and then embed this directly into their digital portfolio with an accompanying reflection. ●It’s now easier than ever to create videos as well. Students can make screencasts, stop motion, explanatory videos, animations, dramatizations, interviews, photo, montages, and many other types of videos. You could even consider the recording of a video conference to be a worthwhile artifact
- 28. 4. Audio Writing isn’tfor everything but some students really shine when they can use audio instead of, or alongside, text. There’s a lot students can do with audio when building their digital portfolio. ●Podcasts: These are simply audio files that are published online. Students might like to make a series of podcasts to coincide with a subject they’re studying or a project they’re working on. ●Audio interviews: students could record interviews to create rich artifacts for their portfolios. Interviews can expand students’ understanding, challenge beliefs, and reinforce learning. ●Audio Reflection: for some students, typing written reflections can be laborious. Interviews can expand students’ understandings, challenge benefits and reinforce learning.
- 29. Music: audio doesn’thave to just be speech of course. There are so many ways music can be embedded into an eportfolio. Students can record themselves playing an instrument, or if they don’t have instruments, they might try a program like garageband or a simpler web tool such as chrome music lab.
- 30. 5. Social media ●Youmight not have considered using social media as artifacts in digital portfolios, but if you teach older teens for adults there is a lot of scope for using this type of content. ●Most social media platforms now provide an embed code to display a post within a website. You might want to embed tweets, facebook posts, instagram posts, pinterest pins or boards, or even a tiktok post.
- 31. Decide on thepurpose/s for using e-portfolios The purpose/s for an e-portfolio in your school will determine what tool is selected, how the tool is used in your classroom, the criteria for making entries, and how feedback/feedforward is provided. You can use e-portfolios for: • presentation of best work and accomplishments • documenting the learning process – includes guidance around reflection, analysing, thinking critically, making connections, identifying problems, and learning over time • assessment – evidence to demonstrate specific learning outcomes.
- 32. What should ane-portfolio include? 1. Learner goals – curriculum progress outcomes 2. Guidelines for selecting materials 3. Artefacts – images, videos, embedded examples of student work in progress, or links to student work 4. Criteria for evaluating work 5. Teacher feedback/feedforward 6. Student-reflection
- 33.