Describe the purposes of the three types of portfolios and how teachers might guide students in building a portfolio

Question

What will be an ideal response?

Answer 1

Purposes:
1) A working portfolio represents works in progress. It serves as a depository for student accomplishments for later selection in a more permanent portfolio;
2) A Display or Show Portfolio is created by the student. He or she selects the best works from the working portfolio to show to others, enabling students to learn to critically judge the works.
3) An Assessment Portfolio is one in which work is chosen for the purpose of assessment. The primary audience is the teacher
Steps in Building a Portfolio:
1. Decide on the purpose for the portfolio (monitoring student progress, communicating learning to parents, passing on information to subsequent teachers, evaluating how well something was taught, showing off what has been accomplished, assigning a course grade).
2. Identify Cognitive Skills and Dispositions: measures deep understanding, measuring growth and development in areas such as knowledge construction, procedural skills, cognitive strategies, metacognition, habits of mind. Types of products, complex cognitive processes, observable performances, and attitudes and social skills are chosen at this time.
3. Decide who will plan the portfolio: The principal stakeholders of the portfolio are teachers, students, and parents. All three should be involved.
4. Decide which products and how many samples to put in the portfolio: the best way to encourage student ownership and teacher purposes is to match instructional goals and cognitive outcomes and ask students to choose from categories of each.
5. Build the portfolio rubrics: Rubrics express an explicit set of criteria for assessing a particular product or performance. After rubrics for the specific contents have been designed, the teacher designs a rubric for the portfolio as a whole.