1. The Portfolio Connection connecting teaching and learning

2. Balanced Assessment Traditional Portfolio Classroom Assessment tests, quizzes, assignments Standardized Tests TABE, CASAS, BEST Plus Growth and Development Reflection Goal Setting Self-Evaluation Knowledge Skills Process Product Growth

3. 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.”

4. Why use Portfolios? To develop a holistic picture of the activities the student has engaged in over time. Wortham 2001 To make the assessment process of evaluating, revising, and reassessing a learning process. Darling-Hammond 1995 To reveal a range of skills and understanding and to value student and teacher reflections. Vavrus 1990 To be more sensitive to the needs of students’ diverse learning abilities. Glazer 1998 To provide visible evidence of a student’s progress in relation to goals. Tomlinson & Allan 2000 To help students think about how their work meets known criteria, analyze their efforts and plan for improvement. Rolheiser 2000 The Portfolio Connection

5. 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.

6. Introduction Teaching Points Parameters Portfolio consists of two folders:  Administrative folder  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

8. 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 Learning logs and journals Why did I include this work? What does this work show that I’ve learned? Perspectives Newsletter

9. 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. Agenda: First look at ODE policies in each section and rate where you are now. Then we will provide new information and activities to help you think about implementing the policies. Finally, you will reflect on ideas you want to try and record them.

10. Getting Started Teaching Points Parameters 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. Samples  sample 5 (p 19)  sample 11 (p 26-27)

11. Getting Started Teaching Points Lesson Plan elements  expected outcomes; Ohio standards, components of performance and benchmarks; activities/materials/resources; assessment methods/materials; timeline Samples  sample 25 (p 43)  sample 26 (p 44)

12. Blue Folder Instructions At tables, sort what goes into the administrative file/folder what goes into the student folder what should be eliminated what should be added

13. Role Play Questions Why did the teacher start with math? What did you think about the way the teacher explained the components of the math standard to the student? Was this helpful to the student? Do you think it is a good idea to share the standard with the students? What else did you notice about the way the teacher talked with the student about math?

14. Role Play Questions What did you think of the way the teacher got the student involved in developing the learning plan? Why is this important? What else did you see this teacher do that was helpful? What other things might the teacher talk with a student about at the initial conference? This kind of conferencing could take a lot of time. What are the benefits? How do you fit this in?

15. Checking Progress Teaching Points Parameters work collected to monitor progress towards achievement of standards must be reviewed every 90 days and EFL progress entered into ABLELink only standardized tests can show completion and advancement of NRS levels program responsibility to determine  how student progress will be monitored to focus instruction  definition of mastery  amount and type of student work

16. Looking Back Teaching Points Parameters student/teacher reflection to determine  exit program  choose new goal  revise ILP and continue

17. 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.

18. 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

19. 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.

20. Generate Select Judge Determine Answer these questions What should be included? How will the item be selected? Who will select the items? When will these items be selected?

21. 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.

22. Generate Select Judge Determine Evaluative Criteria  Have clearly stated and observable criteria for making judgments  Scoring guides, checklists, rubrics, matrices Reflection  Heart of the portfolio system and distinguishes portfolios from a mere collection  Student self-reflection

23. 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.

24. Work Sample Instructions Sort items that should stay in the student folder and those that should not. Discuss with your partner why you chose those particular pieces.

25. 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

26. Criteria to Judge Portfolios rubric Main idea Writing will have a focus or develop a main idea related to the purpose BeginningDevelopingCompetent 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.

27. Role Play Questions What kind of guidance do you think your students will need in choosing work samples for the portfolio and filling out the form? Why is it worth the time to do this kind of conferencing? When would you do it?

28. Contact Information Joyce Winters NW ABLE Resource Center Owens Community College Joyce_winters@owens.edu 567-661-7675