Evaluation
The first step of creating portfolios with students is outlining the criteria and purpose of collecting work. This must be done to curate successful portfolios, so it's the first step needed if I am to evaluate student portfolios. With the students' help we will determine the purpose of the portfolio and decide what types of work will be a part of the showcase portfolio. Also, it will be outlined what types of media, sharing and reflection pieces will be necessary. Overall, the process guides the student to take away authentic work that they can own and grow from.
Early in the year, after the process has been outlined, the app used for the e-portfolio will be introduced and used frequently to capture students learning and reflections. Students will meet at checkpoints with the teacher to see how curating is going--sharing, receiving feedback and modifying. A rubric will be used to document how the student is sharing work. The rubric will also indicate the different types of work the student can include. Throughout the school year we create poems, expository writing, descriptive writing, narrative writing, and friendly letters. The portfolio will include several of these written work samples as well as speeches, oral reports, dialogues, dramatizations and debates. Ultimately, the work included will be up to the student.
The students will be asked to share their portfolio on and offline. Because all students have access to iPads on and off campus, they are able to receive feedback at home or in lessons. At the checkpoints, the teacher will be able to see how a student's work is modified and discuss why they made changes and how they made changes. What's more is that students will also be responsible for giving feedback to peers' work too. The class' Edmodo site will aide in helping the teacher monitor peer sharing and feedback.
The final assessment tool comes into play at the midpoint and/or the end of the school year. The teacher will review work samples and reflections with the student in preparation for parent teacher conferences. A process will have been outlined for student success in presenting their self-awareness and English achievements to their parents. The student's statements, understanding and goals presented in this meeting will create a path for future English achievements.
Early in the year, after the process has been outlined, the app used for the e-portfolio will be introduced and used frequently to capture students learning and reflections. Students will meet at checkpoints with the teacher to see how curating is going--sharing, receiving feedback and modifying. A rubric will be used to document how the student is sharing work. The rubric will also indicate the different types of work the student can include. Throughout the school year we create poems, expository writing, descriptive writing, narrative writing, and friendly letters. The portfolio will include several of these written work samples as well as speeches, oral reports, dialogues, dramatizations and debates. Ultimately, the work included will be up to the student.
The students will be asked to share their portfolio on and offline. Because all students have access to iPads on and off campus, they are able to receive feedback at home or in lessons. At the checkpoints, the teacher will be able to see how a student's work is modified and discuss why they made changes and how they made changes. What's more is that students will also be responsible for giving feedback to peers' work too. The class' Edmodo site will aide in helping the teacher monitor peer sharing and feedback.
The final assessment tool comes into play at the midpoint and/or the end of the school year. The teacher will review work samples and reflections with the student in preparation for parent teacher conferences. A process will have been outlined for student success in presenting their self-awareness and English achievements to their parents. The student's statements, understanding and goals presented in this meeting will create a path for future English achievements.