A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement; (2) determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation; (3) helping students reflect on their academic goals and progress as learners; and (4) creating a lasting archive of academic work products, accomplishments, and other documentation. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures—such as standardized tests, quizzes, or final exams—that only measure what students know at a specific point in time. Show Portfolios come in many forms, from notebooks filled with documents, notes, and graphics to online digital archives and student-created websites, and they may be used at the elementary, middle, and high school levels. Portfolios can be a physical collection of student work that includes materials such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards, honors, certifications, recommendations, written evaluations by teachers or peers, and self-reflections written by students. Portfolios may also be digital archives, presentations, blogs, or websites that feature the same materials as physical portfolios, but that may also include content such as student-created videos, multimedia presentations, spreadsheets, websites, photographs, or other digital artifacts of learning. Online portfolios are often called digital portfolios or e-portfolios, among other terms. In some cases, blogs or online journals may be maintained by students and include ongoing reflections about learning activities, progress, and accomplishments. Portfolios may also be presented—publicly or privately—to parents, teachers, and community members as part of a demonstration of learning, exhibition, or capstone project. It’s important to note that there are many different types of portfolios in education, and each form has its own purpose. For example, “capstone” portfolios would feature student work completed as part of long-term projects or final assessments typically undertaken at the culmination of a middle school or high school, or at the end of a long-term, possibly multiyear project. Some portfolios are only intended to evaluate learning progress and achievement in a specific course, while others are maintained for the entire time a student is enrolled in a school. And some portfolios are used to assess learning in a specific subject area, while others evaluate the acquisition of skills that students can apply in all subject areas. The following arguments are often made by educators who advocate for the use of portfolios in the classroom:
DebateWhile portfolios are not generally controversial in concept, it’s possible that skepticism, criticism, and debate may arise if portfolios are viewed as burdensome, add-on requirements rather than as a vital instructional strategy and assessment option. Portfolios may also be viewed negatively if they are poorly designed and executed, if they tend to be filed away and forgotten, if they are not actively maintained by students, if they are not meaningfully integrated into the school’s academic program, if educators do not use them to inform and adjust their instructional techniques, or if sufficient time is not provided during the school day for teachers and students to review and discuss them. In short, how portfolios are actually used or not used in schools, and whether they produce the desired educational results, will likely determine how they are perceived. Creating, maintaining, and assessing student portfolios can also be a time-consuming endeavor. For this reason and others, some critics may contend that portfolios are not a practical or feasible option for use in large-scale evaluations of school and student performance. (Just imagine, for example, what it would require in terms of funding, time, and human resources to evaluate dozens or hundreds of pages of academic documentation produced by each of the of tens of thousands of eleventh-grade students scattered across a state in any given year.) Standardized tests, in contrast, are relatively efficient and inexpensive to score, and test results are considered more reliable or comparable across students, schools, or states, given that there is less chance that error, bias, or inconsistency may occur during the scoring process (in large part because most standardized tests today are scored in full or in part by automated machines, computers, or online programs). Student portfolios are a comparably time-consuming—and therefore far more expensive—assessment strategy because they require human scorers, and it is also far more challenging to maintain consistent and reliable evaluations or student achievement across different scorers. Many advocates would argue, however, that portfolios are not intended for use in large-scale evaluations of school and student performance, and that they provide the greatest educational value at the classroom level where teachers have personal relationships and conversations with students, and where in-depth feedback from teachers can help students grow, improve, and mature as learners. What is the purpose of a portfolio quizlet?- Portfolios are a collection of student work that allows assessment by providing evidence of effort and accomplishments in relation to specific instructional goals.
What is the most important advantage of using portfolios?Advantages of a portfolio
Encourages student reflection on their learning. Students may come to understand what they have and have not learned. Provides students with documentation for job applications or applications to graduate school.
What is the purpose of a growth and learning progress portfolio?Purpose: The purpose of a portfolio is to collect student learning and demonstrate the specific evidence of growth in a variety of standards and content. Using portfolios is an excellent way to get students involved in the assessment process and for teachers to authentically assess student growth.
What is the purpose of a growth and learning progress portfolio quizlet?What is a growth and learning progress portfolio? A sample of a student's work showing changes in achieving the learning objectives. lower level thinking skills. The depth of students' learning depends both on how students are taught and on how they are assessed.
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