1. EDUC 4454 – Class 20 P/J Methods
Bell Work: With a partner discuss:
What is Portfolio Assessment?
(See p. 289 in CT & M)

2. Portfolios and Assessment
Portfolios are used to store samples of student work over time, and many teachers recognize them as a way toward authentic assessment
Portfolios and portfolio assessment assume the following:
The collection has been meaningfully gathered
Students are involved in the development of criteria
They may have input from parents and administration
The artifacts represent everyday activities of students
There may be subsections within a portfolio
There will be a range of artifacts from multimedia to print

3. Definition of Portfolio
A portfolio is initially a collection of student work, which over time is reduced to a selection of work, which displays student growth. The student is then able to reflect on that growth and determine where improvements could occur. The student establishes goals for him/herself to explain how to make those improvements come about, a plan of action.

4. Page 181, of Creating a Dynamic Classroom, Schwartz and Pollishuke defines portfolios:
“Portfolios are collections of student work that exemplify, through the inclusion of work samples, products, artifacts and reflections, what student shave accomplished and what they have learned during a specific time.
C. Rolheiser, 1994 states: 
“Portfolios are a purposeful collection of student work that exhibits students’ efforts, progress, achievements and reflections. It is a comprehensive record of growth and development. It is a process where the student is involved in at all stages.”

5. General Observations about Portfolios
Portfolios provide new perspectives on learning, which are difficult to observe through traditional assessment tools.
Portfolios work for students of all ability l growth evels in virtually all subject areas.
Portfolios are not intended to be a replacement of other assessment systems.
Portfolios encourage self-direct learning and self assessment.
Portfolios foster learning about learning.
Portfolios demonstrate progress towards goals & growth over time

6. Two Types of Portfolios
Growth Portfolios demonstrate how students have grown in their learning process and should contain meaningful artifacts and reflections about what they have done and learned.
Showcase/Best Work Portfolios contain reflections and demonstrations of only the students’ best work.
Combination of Growth and Showcase/Best Work contains some of each of the types.

7. Teacher Steps in Creating Portfolios
Decide on the type, growth, showcase or combination that your students will create.
Decide on which subject(s) the portfolio will depict.
Determine the timeline for the portfolio.
Establish storage for the portfolio.
Create an organizational model for the portfolio. Types of organizations could include: chronological, themes, topics, or categories, or according to specific criteria. Students could be involved in deciding the above. A table of contents should always be one of the pieces of the organizational model.
Determine the elements of the portfolio.
Determine who will choose the materials to be placed in the portfolio. Students, teachers, students and teachers.

8. Portfolio Assessment How could you use portfolios in your classroom?
How many different styles of portfolios can you think of? (e.g. Art-folio, Writing Folder, Best Work?)
How could you use portfolios when communicating with parents?

9. Student/Parent/Teacher Conferences
The key to successful Parent/Teacher conferences is –
being prepared
having sample student work, portfolios
knowing the profile of the child,(strengths, areas for growth, next steps)
having concrete suggestions on how the parent can help; offer a suggested course of action
having valid, authentic data
Forgeting the jargon
Be aware of body language

10. Student/Parent/Teacher Conferences
Stress collaboration
Listen to what parents say
Ask about the child- is there anything you should know?
Focus on solutions
Don’t judge
Summarize
Wind up on a positive note
Meet again if you need to – i.e. short on time
Keep record of the conference & any follow up action

11. Student/Parent/Teacher Conferences
2. Consider student-led conferences (pp , Creating the Dynamic Classroom , Schwartz,Pollishuke)
need to prepare students is critical – model, rehearse, set out structure/format- give students a checklist to help them prepare
Communicate with admin & parents PRIOR to conference

12. Student/Parent/Teacher Conferences
“Why Some Parents Don’t Come to School”
Article in Educational Leadership (1994)
Challenges long held teacher beliefs that parents who don’t participate in school events don’t care about their child’s educational progress

13. The Institutional Perspective
Children who do not succeed in school have parents who do not get involved in school activities
Based on the idea that the main reason for involving parents is to remediate them…to get them “matched” with institutional knowledge

14. Institutional Discussions
Often center on what families lack and on what educators can best teach parents to support instructional agendas at home.

15. What “those other parents” say…
Tensions in their lives interfere with positive home/school relations:
1. Diverse school experiences among parents = mistrust; what did I do wrong as a parent?
2. Diverse economic and time constraints…their jobs don’t allow the flexibility to be involved; they worry about what they can’t afford for school and how that affects their child’s ability to fit in

16. 3. Diverse linguistic and cultural practices:
- embarrassed because of language skills
- use of their child as a translator upsets the natural order in the family
- valuing their child’s developing independence so not feeling that it’s “their place” to interfere where their child is independent of them

17. What “those parents” say about getting them involved…
Clarify how parents can help.
Encourage parents to be assertive and to speak up for their child.
Develop trust…recognize that some parents feel culturally, social/economically, linguistically and ethnically different from teachers so do what you can to bridge these differences.
Build on home experiences.
Use parent expertise…ask them to help with things they are naturally strong at doing.