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Identifying teaching goals to
assess through portfolio
It is very important at this stage to be very clear about
what the teacher hopes to achieve in teaching.
One or more of the above- a portfolio can include samples of work for
multiple reasons and, thus, more than one of the above criteria (or
others) could be used for selecting samples to be included
Giving Clear and Detailed
Guidelines for Portfolio
The teacher must therefore, set clear guidelines and detailed
information on how the portfolios will be presented.
Explain the need for clear and attractive presentation,
dated drafts, attached reflections or comment cards.
Moreover, it will help if the teacher explains how the
portfolio will be graded and when it needs to be ready (final and
mid-way dates).
Do not attempt to use the portfolio assessment
method without notifying your department head, dean or
principal. This will serve as a precaution on case
students will later complain about your new assessment
procedure.
Development of
Portfolio
Both student and teacher need support and encouragement at
this stage in the process of portfolio development.
Some portion of class time can be devoted to sudden-teacher
dialogues and conferences with other teachers in relation to the
task of preparing the portfolio.
It is necessary to stress the importance of reflection and self-
assessment while preparing the portfolio itself since these are
essentially new skills for the students.
There are certain essential questions that the
teachers can use to guide students in reflections and
self-assessment such as:
a) What did I learn from that activity?
b) Which is my best piece?
c) How can I improve this?
Initially, we advise teachers to begin with more guided and
closed forms of reflection and slowly proceed to more open
reflective comments.
Writing reflections is a life-skill which is very essential for the
students and is, therefore, time well spent for the teacher.
Finally, since portfolios are essentially done by the students
outside of the regular class-time, we need to ensure that indeed the
portfolio represents the students’ work and accomplishment.
You might also decide to have a test included as a
core item together with reflection on what the student
learned from doing the test and revising it.
Furthermore, you may ask the student to explain in
their reflections who helped them to improve their work
(a peer, a parent, a spell-checker) and what they learned
from revising heir work.
Portfolios should be developed by the
1 students, not the teacher.
8 Be patient.
Portfolios are made available to their teachers the
9 following year to aid in diagnosis.
a) videotapes of successful
classes
b) curriculum materials you
have developed
c) course syllabi
d) sample lesson plans
e) professional development
f) goals and objectives
g) workshop classes attended
h) publications written
i) student evaluations
j) Awards
k) Certificates
l) professional affiliations
m) principal's and
supervisor's evaluations
n)and your teaching
philosophy.
1. Thoroughness (including evidence of
student’s monitoring of their own
comprehension, metacognitive reflection
and productive habits of mind)