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What is a Portfolio?

What is a Portfolio?. “…a portfolio is a reflective collection of work that is designed to fulfill a specific purpose and presented for feedback (Kimball, 2003).”. Collection.

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What is a Portfolio?

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  1. What is a Portfolio? “…a portfolio is a reflectivecollection of work that is designed to fulfill a specific purpose and presented for feedback (Kimball, 2003).”

  2. Collection It lets the student show what he or she has learned through the act of choosing and revising examples of work to include in the portfolio. • Each piece of work is referred to as an artifact (a thing the student has created, produced, or made).

  3. More than a Collection • Portfolio is more than a collection of artifacts, it explains the context of the artifacts, the challenges the student experienced, the decisions made, and the thing's learned. • It involves reflections.

  4. Defining ReflectionConstantino & De Lorenzo (2002) • Reflection involves systematically and insightfully thinking about what you are doing and learning. • It should lead to insightful change of behavior towards improvement and/or competence. • It is a process that is cultivated over time.

  5. Comments about Reflections from George Mason UniversityGraduate School of Education • Reflections should not merely provide a description of the materials included, • But should tell • why a particular item or strategy was chosen, • what the student learned through an experience or what he or she would do differently/similarly the next time, • and how the student might use this information in the future to improve his or her professional practice.

  6. Purpose It’s not merely a collection of artifacts, but a collection intended to fulfill specific standards, purposes, and goals, such as to complete a certification requirement, or obtain a job.

  7. Purpose: Linking Standards to Portfolio Documentation • A set of standards guides the selection of portfolio artifacts or elements. • Each artifact that is created or selected should support your competency in meeting the performance identified in the standards document.

  8. Presented for Feedback It’s presented for a definite reader or set of readers, who will provide some sort of feedback to the student, such as a grade or evaluation.

  9. Key Components of Collections • Reflection • Purpose • Feedback from Specific Audience

  10. Defining Portfolio for the StudentArter & Spandel (1992) “…a purposefulcollection of student work that tells the story of the student’s effort, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judging merit; and evidence of student self-reflection (Arter & Spandel, 1992).”

  11. Questions to Help Reflect on ArtifactsKilbane & Milman (2003) • How does this artifact demonstrate competence in a particular standard? • Why did I include this artifact? • What did I learn as a result of using/creating this artifact? • How would I do things differently as a result of the artifacts?

  12. Sentence Starters for Reflective Entries • What I have learned from this experience is… • After observing my clients, I realized… • What I think I will do differently is… • This experience has helped me to understand… • The most significant learning for me was…

  13. More Sentence Starters for Reflective Entries • I have gained significant growth in the areas of.. due to… • Some of the areas that I need to continue to gain experience are… because… • In order for me to continue to grow.. • I now understand the importance of… • My goals for future professional growth are….

  14. Sample Reflective Entry This experience reinforced my belief about the value of observation and reflection. As a student clinician, I believe it is my responsibility to be aware of my nonverbal behaviors during intervention sessions. By conducting inquiries about the nonverbal factors that foster learning, I am better equipped to use intervention strategies that are more effective for my clients.

  15. References • Arter, J. A., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11, 36-44. • Constantino, P. & De Lorenzo, M. (2002). Developing a Professional Teaching Portfolio: A Guide for Success. Boston: Allyn & Bacon. • Kilbane, C. & Milman, N. (2003). The Digital Teaching Portfolio Handbook: A How-To-Guide for Educators. Boston: Allyn & Bacon. • Kimbal, M. (2003). The Web Portfolio Guide. Boston: Allyn & Bacon.

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