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    Process: What Processes Will Be Engaged in During The Development of The Portfolio?

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    Pearl Joy Antona
    There are three common processes used in portfolio design: selection of contents, reflection on samples and processes, and conferencing. For selection, the student and/or teacher choose samples based on criteria like best work, growth, or standards met. Reflection involves students commenting on their samples, skills, strengths/weaknesses, and setting goals. Reflection methods include sheets, journals, and writing assignments. Conferencing provides feedback through discussions between teacher/student, teacher/groups, and student/student.

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    Process: What Processes Will Be Engaged in During The Development of The Portfolio?

    Uploaded by

    Pearl Joy Antona
    28 views13 pages
    There are three common processes used in portfolio design: selection of contents, reflection on samples and processes, and conferencing. For selection, the student and/or teacher choose samples based on criteria like best work, growth, or standards met. Reflection involves students commenting on their samples, skills, strengths/weaknesses, and setting goals. Reflection methods include sheets, journals, and writing assignments. Conferencing provides feedback through discussions between teacher/student, teacher/groups, and student/student.

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    Educ.6_Final Report

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    There are three common processes used in portfolio design: selection of contents, reflection on samples and processes, and conferencing. For selection, the student and/or teacher choose samples based on criteria like best work, growth, or standards met. Reflection involves students commenting on their samples, skills, strengths/weaknesses, and setting goals. Reflection methods include sheets, journals, and writing assignments. Conferencing provides feedback through discussions between teacher/student, teacher/groups, and student/student.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    28 views13 pages

    Process: What Processes Will Be Engaged in During The Development of The Portfolio?

    Uploaded by

    Pearl Joy Antona
    There are three common processes used in portfolio design: selection of contents, reflection on samples and processes, and conferencing. For selection, the student and/or teacher choose samples based on criteria like best work, growth, or standards met. Reflection involves students commenting on their samples, skills, strengths/weaknesses, and setting goals. Reflection methods include sheets, journals, and writing assignments. Conferencing provides feedback through discussions between teacher/student, teacher/groups, and student/student.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 13

    Process: What processes will be

    engaged in during the development of


    the portfolio?
     One of the greatest attributes is its potential
    for focusing on the processes of learning.
     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.
    There are three common processes
    adopted in portfolio design:
    Selection of contents of the portfolio;
    Reflection on the samples of work and
    processes; and
    Conferencing about the contents and
    processes.
    Selection of Contents

     Its identifying the purpose(s) for the


    portfolio should drive the selection
    process.
    For ex: for an evaluation portfolio, the
    teacher might decide which samples need
    to be included to evaluate students
    progress.
    How might the selection take place?
     It will describe the possible avenues for
    selecting which samples will be included
    in a portfolio.

    When?
     When a sample of work is completed
     At periodic intervals
     At the end of the…
    By whom?
    • By the student
    • By the teacher
    • By the teacher and student
    • By peers
    • By parents
    Based on what criteria?
     Best work
     Evidence of growth
     Evidence of achievement
     Evidence of standards met
     Favorite/most important piece
     One or more of the above
    Reflection on Sample of Work
    Many educators who work with portfolios
    consider the reflection component the
    most critical element of a good portfolio.
    As Paulson, Paulson and Meyer (1991)
    stated, “ The portfolio is something that is
    done by the student, not to the student.”
    Most importantly, it is something done for
    the student.
    In the reflection phase students are
    typically asked to:
     Comment on why specific samples were selected or
     Comment on what they liked and did not like in the samples or
     Comment on or identify the processes involved in developing
    specific products or performances or
     Describe and point to examples of how specific skills or
    knowledge improved (or did not) or
     Identify strengths and weaknesses in samples of work or
     Set goals for themselves corresponding to the strengths and
    weaknesses or
     Identify strategies for reaching those goals or
     Assess their past and current self-efficacy for a task or skill or
     Some combination of the above
    Reflection sheets
    Selection questions/prompts
    Growth questions/prompts
    Goal-setting questions/prompts
    Evaluation questions/prompts
    Effort questions/prompts
    Overall portfolio
    questions/prompts
    Other reflection methods
     In addition to reflection sheets, teachers have devised a myriad
    of means of inducing reflection from students and others about
    the collection of work included in the portfolio. For example,
    those engaging in reflection can;

     Write a letter to a specific audience about the story the portfolio


    communicates
     Write a “biography” of a piece of work tracing its development
    and the learning that resulted
     Write periodic journal entries about the progress of the portfolio
     Compose an imaginary new “chapter” that picks up where the
    story of the portfolio leaves off
     Orally share reflections on any of the above questions/prompts
    Conferencing on Student Work and
    Processes
     With 20 or 30 more students in a classroom,
    one-on-one conversations between the
    teacher and student are difficult to regularly
    arrange. That is unfortunate because the
    given and take of face-to-face interaction
    can provide the teacher with valuable
    information about the student’s thinking and
    progress and provide the student with
    meaningful feedback.
    Conferencing typically takes
    several forms:

     Teacher/Student
     Teacher/Small group
     Student/Student
    THANK YOU!

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