Outline of Training
Welcome to an alternative delivery of The Portfolio Connection: Connecting Teaching and Learning! We hope you find this method of professional development informative and convenient.
The training is separated into three sections: Getting Started, Checking Progress, and Looking Back. At each point you will be asked to reflect upon your learning, just as we do with our students. You will send a copy of your “reflection chart” back to the Resource Center.
You will also need to send a sample Portfolio, consisting of an Administrative Folder and a Student Folder. You will use the materials you receive in this training to make your folders.
If you have questions at any point during the training, please feel free to contact Joyce Winters at the Northwest ABLE Resource Center (contact info on the last page).
Balanced Assessment
Traditional
Portfolio
Classroom Assessment tests, quizzes, assignments
Standardized Tests TABE, CASAS, BEST Plus
Growth and Development
ReflectionGoal SettingSelf-Evaluation
KnowledgeSkills
ProcessProductGrowth
What is a Portfolio?
A purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more content areas and includes: Student participation in selecting contents Criteria for selection Criteria for judging merits Evidence of a student’s self-reflections
Paulson, Paulson, Meyer (1991)
“Assessment should be part of instruction, not apart from it.”
To help students think
about how their work meets known criteria,
analyze their efforts and plan for improvement.
Rolheiser 2000
To provide visible evidence of a
student’s progress in relation to goals. Tomlinson & Allan 2000
To be more sensitive to the needs of
students’ diverse learning abilities.
Glazer 1998
To reveal a range of skills and
understanding and to value student and
teacher reflections. Vavrus 1990
To make the assessment process of evaluating, revising, and
reassessinga learning process.
Darling-Hammond 1995
To develop a holistic picture of the activities
the student has engaged in over time.
Wortham 2001
Why use Portfolios?
The Portfolio Connection
How to use Portfolios
Purpose of Portfolios Meeting learning goals and state standards
Standards provide guidelines to help teachers focus on clear outcomes for student achievement.
Assessment and evaluation The process of gathering evidence of what a student can do
and interpreting and using the evidence to make decisions. Self-assessment and reflection
The real power of the portfolio emerges when students describe the work they include, discuss the key concepts learned and reflect on how this learning has affected them.
Reporting progress Become running records of students’ progress over time
and help them recognize their own strengths and weaknesses.
The ABLE Portfolio System
Parameters Consists of an Administrative Folder and a
Student Folder Portfolio Plan must be uniform within program must be based on standards, components of
performance and benchmarks must contain ILP and student work
Review pages 2-6 of portfolio handbook, including the Student Experience Model
Phases of Portfolio Development
Getting Started
Organizing and planning
Understand purpose and process
How do I select items? How do I organize and present items? How will portfolios be maintained and stored?
Checking Progress
Collecting meaningful artifacts and products reflecting goals and standards
Context and content
Do my selections reflect the criteria and standards identified for evaluation?
Looking Back
Metacognitive reflections
Why did I include this work? What does this work show that I’ve learned?
Perspectives Newsletter
Training Overview
Purpose: To help teachers design and implement a portfolio system that is meaningful and purposeful, doable and usable, efficient and effective for both the teacher and student.
Using the Reflection & Ideas Chart, read the ODE policies in each section and rate your current comfort level. You will fill in the ideas section later.
Review pages 7-10 of the portfolio handbook.
GETTING STARTED
Parameters of Individual Learning Plans ILP elements
student, teacher, program names, orientation site; date; primary, secondary, long-term, short-term goals; goal steps/activities; timeframe; comments; learning style results; appropriate accommodations and adaptations.
Review samples from the handbook to see if they contain all required ILP elements sample 5 (p 19) sample 12 (p 28) sample 11 (p 26-27)
GETTING STARTED
Lesson Plan elementsexpected outcomes; Ohio standards,
components of performance and benchmarks; activities/materials/resources; assessment methods/materials; timeline
Review samples from the handbook to see if they contain all required LP elements:sample 25 (p 43)sample 26 (p 44)
Blue Folder Instructions
Review the set of documents in the blue folder and, keeping in mind State policy, determine:
what goes into the administrative folder what goes into the student folder what should be eliminated what should be added
You will send the contents of the administrative folder to the Resource Center as part of your sample portfolio. There is a separate assignment later in the training for the student folder materials that will be returned to the Resource Center.
GETTING STARTED: CONFERENCE, ROLE PLAY 1
Introducing the portfolio during orientation:
View the DVD Role Play 1
Using the printed script to review, reflect upon the questions asked on the DVD.
GETTING STARTED REFLECTION
Just as we encourage our students to reflect upon their progress, it is important for you to model this practice.
Refer back to the Reflection & Ideas Chart and complete the 3 boxes in the “Getting Started” section by filling in the “Ideas I want to try” section. Write ideas you have learned about improving orientation, ILP’s, lesson plans, and incorporating the Portfolio Process with students at the beginning of their ABLE classroom experience.
CHECKING PROGRESS
Parameters work collected to monitor progress towards
achievement of standards must be reviewed every 90 days and
progress entered into ABLELink standardized tests can only show completion
and advancement of NRS levels
Review pages 51-55 of the portfolio handbook.
CHECKING PROGRESS
Parameters, continued
program responsibility to determinehow student progress will be monitored
to focus instructiondefinition of masteryamount and type of student work
CHECKING PROGRESS: Generate, Select, Judge, Determine
Generate Work
Consider a variety of products that demonstrate learning.
What’s important is that particular kinds of work samples allow for making valid inferences about the skills and knowledge students are mastering.
CHECKING PROGRESS: Generate, Select, Judge, Determine
Student Work Categories
Media – cassettes, videos, pictures, computer programs
Group Work – projects, performances, peer reviews, peer edits, social skills
Individual Work – papers, tests, journals, logs, homework
Processes – biographies, rough/final drafts, sketches, problem-solving
Reflective – self-assessments, reflections, goal setting logs, learning log
Portfolios are more than just workbook pages !
CHECKING PROGRESS: Generate, Select, Judge, Determine
Select Work
When you and your students are clear about the criteria for selecting entries at the beginning of the portfolio process, the process tends to result in a fair, focused and efficient assessment.
CHECKING PROGRESS: Generate, Select, Judge, Determine
Be able to answer these questions
What should be included?How will the item be selected?Who will select the items?When will these items be selected?
CHECKING PROGRESS: Generate, Select, Judge, Determine
Judge Work
Learners are asked to explain why they chose a particular item, how it compares with other items, what particular skills and knowledge were used to produce it and where they can improve as a learner.
CHECKING PROGRESS: Generate, Select, Judge, Determine
Evaluative CriteriaHave clearly stated and observable criteria
for making judgmentsScoring guides, checklists, rubrics, matrices
ReflectionHeart of the portfolio system and
distinguishes portfolios from a mere collection
Student self-reflection
For a standards portfolio to be meaningful, a checklist or rubric should accompany the work to indicate whether or not the student meets the standard.
Samples of checklists, rubrics, etc. are included in your packet and shown on the next slides. You will use the “For the Portfolio” form in your next exercise.
CHECKING PROGRESS: Generate, Select, Judge, Determine
Criteria to Judge Portfolios
checklist
C1 Engages Readers
C2 Creates Organizing Structure
Main idea
Topic sentence
Supporting sentence
Transitions
C3 Grammatical Structures
Chooses adjectives
Chooses adverbs
Writing Conventions
Capitalization
Punctuation
C4 Seeks Feedback
Standard Convey Ideas in Writing Context Narrative Writing Name Date
not yet some evidence
Criteria to Judge Portfolios
rubric
Main idea Writing will have a focus or develop a main idea related to the purpose
Beginning Developing Competent
The writing is focused on one topic.
The paragraph is related to the topic. The topic or main idea is somewhat clear.
Most paragraphs are related to the topic. The topic and main idea are clearly focused.
All paragraphs have a clearly stated main idea that relates to the topic.
Work Sample Instructions
Review the materials in the “Work Sample Packet”. Sort items that should stay in the student folder and those that should not.
Using the “For the Portfolio” forms, write what a student might put on the form briefly describing why the item should be included in his/her folder.
You will send this information back to the Resource Center as part of your sample Student Folder
CHECKING PROGRESS REFLECTION
Refer to your Reflection & Ideas Chart and complete the 7 boxes under checking Progress. List ideas you will try in order to improve how you will use the portfolio system to help students check progress.
LOOKING BACK
Parameters
Student/teacher reflection is necessary to determine if
Student goals are met Student continues in the program with new goals Student needs to revise the Individual Learning Plan Student is ready to exit the program
Review pages 81-82 of the portfolio handbook.
LOOKING BACK: Generate, Select, Judge, Determine
Determine Progress
Decision point for next steps as students revisit their goals. They may find that they need to complete testing or continue instruction. Then choose new goal or exit program.
LOOKING BACK: Role Play 2
Now view the DVD Role Play 2
Using the printed script to review, reflect upon the questions asked on the DVD.
LOOKING BACK REFLECTION
Refer to your Reflection & Ideas Chart and complete the 2 boxes under Looking Back. List ideas you will try in order to improve how you will use the portfolio system to help students reflect upon their progress and establishing next steps toward existing or future goals.
Portfolio ConnectionAlternative Delivery
At this point you have completed the alternative training for
The Portfolio: Connecting Policy and Practice.
If you are eligible to earn a stipend, you must submit the following to the NW ABLE Resource Center:
Completed Reflection and Ideas Chart A sample Administrative Folder and sample Student Folder:
Use materials from this training and include items from the Blue Folder and the Work Sample packet. Include completed For the Portfolio forms for the student folder.
Completed evaluation form.
Your Certificate of Completion and stipend will be mailed upon receipt of these three items.
Contact Information
If you have any questions or comments during your participation in this alternative training, please feel free to contact me via email or phone.
Joyce [email protected]
567-661-7675
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