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Designs of Students Portfolio Guidelines for Effective Design: Establish how the portfolio will be used. - one can restrict the contents to what is relevant and design its structure to facilitate its intended use. Common purposes: Growth monitoring Skill certification Evidence of best work External assessment Communication with parents 2. Center the content of portfolios on instructional goals - the list of goals provides the framework for selecting and evaluating work samples. -These goals specifies what the student is striving to achieve and indicates which skills to be document. - these goals are stated more generally than performance objectives. 3. Determine the type of portfolio to be used. Types of Portfolio Showcase portfolio - Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. b) Reflective portfolio -a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. c) Cumulative portfolio -contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. d) Goal-based portfolio -has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. e) Process portfolio -a way of documenting the steps and processes a student has employed to complete a piece of work. 4. Establish Procedures for Organizing the Portfolio. - stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology. 5. Choose a range of authentic classroom products that relate to the objectives of the portfolio. - teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio. 6. Record the significance of items included in students’ portfolios. - they can create a caption statement to identify and note the significance of the piece. Caption statements – are concise, written comments in which students and teachers note the time and the date 7. Review and evaluate portfolios periodically. Teachers and students can also examine portfolios as a whole product considering: The number, diversity, quality, and organization of the items selected. The level of student involvement and reflection The effectiveness of the caption and summary statement The growth and changes documented.
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JoyRussellPhD
هذا الملف عن تقويم رسالتك سواء باللغة العربية او الانجليزية لجميع طلاب الماجستير و الدكتوراه فى جمع التخصصات مع تحياتى د/مجدى مهدى
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This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
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PORTFOLIO EXPLANATION
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Contenu connexe
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Teachers roles in implementing Academic Honesty across the curriculumn.
ACADEMIC HONESTY: Role of Teachers
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Designs of Students Portfolio Guidelines for Effective Design: Establish how the portfolio will be used. - one can restrict the contents to what is relevant and design its structure to facilitate its intended use. Common purposes: Growth monitoring Skill certification Evidence of best work External assessment Communication with parents 2. Center the content of portfolios on instructional goals - the list of goals provides the framework for selecting and evaluating work samples. -These goals specifies what the student is striving to achieve and indicates which skills to be document. - these goals are stated more generally than performance objectives. 3. Determine the type of portfolio to be used. Types of Portfolio Showcase portfolio - Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. b) Reflective portfolio -a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. c) Cumulative portfolio -contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. d) Goal-based portfolio -has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. e) Process portfolio -a way of documenting the steps and processes a student has employed to complete a piece of work. 4. Establish Procedures for Organizing the Portfolio. - stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology. 5. Choose a range of authentic classroom products that relate to the objectives of the portfolio. - teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio. 6. Record the significance of items included in students’ portfolios. - they can create a caption statement to identify and note the significance of the piece. Caption statements – are concise, written comments in which students and teachers note the time and the date 7. Review and evaluate portfolios periodically. Teachers and students can also examine portfolios as a whole product considering: The number, diversity, quality, and organization of the items selected. The level of student involvement and reflection The effectiveness of the caption and summary statement The growth and changes documented.
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هذا الملف عن تقويم رسالتك سواء باللغة العربية او الانجليزية لجميع طلاب الماجستير و الدكتوراه فى جمع التخصصات مع تحياتى د/مجدى مهدى
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ACADEMIC HONESTY: Role of Teachers
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Similaire à Purposeful portfolios
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
PORTFOLIO EXPLANATION
PORTFOLIO EXPLANATION
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2 Portfolio Development WHAT IS A PORTFOLIO? When individuals hear the word portfolio, many different images come to mind. Artists think of compiling their best work (e.g., paintings, pottery, portraits, and sculptures) for review, whereas a portfolio for teachers often contains gathered samples of lesson plans, units of study, and professional documents that reflect the knowledge, skills, and beliefs of the teacher. In today’s digital world, portfolios are often times presented in a variety of formats, including through websites, on CDs or DVDs, or through various software. Whereas the artist’s portfolio describes each piece of art in writing, giving details about artistic design, teachers’ portfolios describe their success and that of their masterpieces, their students. Teachers who develop portfolios reflect on each piece of work, highlighting the strengths and weaknesses, as well as the changes they would make in their teaching related to student success. The teacher’s portfolio is used for self-evaluation or external review. Both of these images are correct representations of portfolios, because they both have several specific components: · 1. They have a specific purpose. The artist’s portfolio shows his or her artistic abilities, whereas the teacher’s portfolio shows his or her knowledge, skills, and abilities related to teaching. · 2. They are developed for a specific audience. The artist’s audience is a potential employer, and the teacher’s is himself or herself or external reviewers. · 3. They contain work samples, commonly called evidence. Evidence is the “stuff” or “things” that are put into the portfolio. The artist’s evidence would be the paintings, pottery, portraits, and sculptures. The teacher’s evidence would include student work, lesson plans, units of study, and other professional documents. · 4. They have reflections. Both the artist and the teacher would have written thoughts on the evidence contained in the portfolio. These examples show that two products can look different but can still be considered portfolios. A portfolio is not merely a manila file filled with assignments or work, nor is it a scrapbook of memorabilia. Campbell, Cignetti, Melenyzer, Nettles, and Wyman () stated that a portfolio is an organized, goal-driven collection of evidence. For educators, portfolios have become more commonplace over the past 5 years. The necessity of national board certification and the adoption of alternative methods of evaluation for teacher candidates and practicing teachers have paved the way. Portfolios have emerged as viable assessment tools for both teacher candidates and practicing teachers. They are a way for teachers to document their professional development, for preservice teachers to measure knowledge, or for teachers to provide evidence for the certification process (Adams, ; Krause, ; Tierney, ; Wolf, ). There are three different types of portfolios: process, product, and showcase. Although each type is compiled .
2 Portfolio DevelopmentWHAT IS A PORTFOLIOWhen individuals he.docx
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domenicacullison
2 Portfolio Development WHAT IS A PORTFOLIO? When individuals hear the word portfolio, many different images come to mind. Artists think of compiling their best work (e.g., paintings, pottery, portraits, and sculptures) for review, whereas a portfolio for teachers often contains gathered samples of lesson plans, units of study, and professional documents that reflect the knowledge, skills, and beliefs of the teacher. In today’s digital world, portfolios are often times presented in a variety of formats, including through websites, on CDs or DVDs, or through various software. Whereas the artist’s portfolio describes each piece of art in writing, giving details about artistic design, teachers’ portfolios describe their success and that of their masterpieces, their students. Teachers who develop portfolios reflect on each piece of work, highlighting the strengths and weaknesses, as well as the changes they would make in their teaching related to student success. The teacher’s portfolio is used for self-evaluation or external review. Both of these images are correct representations of portfolios, because they both have several specific components: · 1. They have a specific purpose. The artist’s portfolio shows his or her artistic abilities, whereas the teacher’s portfolio shows his or her knowledge, skills, and abilities related to teaching. · 2. They are developed for a specific audience. The artist’s audience is a potential employer, and the teacher’s is himself or herself or external reviewers. · 3. They contain work samples, commonly called evidence. Evidence is the “stuff” or “things” that are put into the portfolio. The artist’s evidence would be the paintings, pottery, portraits, and sculptures. The teacher’s evidence would include student work, lesson plans, units of study, and other professional documents. · 4. They have reflections. Both the artist and the teacher would have written thoughts on the evidence contained in the portfolio. These examples show that two products can look different but can still be considered portfolios. A portfolio is not merely a manila file filled with assignments or work, nor is it a scrapbook of memorabilia. Campbell, Cignetti, Melenyzer, Nettles, and Wyman (1997) stated that a portfolio is an organized, goal-driven collection of evidence. For educators, portfolios have become more commonplace over the past 5 years. The necessity of national board certification and the adoption of alternative methods of evaluation for teacher candidates and practicing teachers have paved the way. Portfolios have emerged as viable assessment tools for both teacher candidates and practicing teachers. They are a way for teachers to document their professional development, for preservice teachers to measure knowledge, or for teachers to provide evidence for the certification process (Adams, 1995; Krause, 1996; Tierney, 1993; Wolf, 1996). There are three different types of portfolios: process, product, and showcase. Although ea ...
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Measures of Dispersion and Variability: Range, QD, AD and SD
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Código Creativo y Arte de Software | Unidad 1
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1029-Danh muc Sach Giao Khoa khoi 6.pdf
Gardella_Mateo_IntellectualProperty.pdf.
Gardella_Mateo_IntellectualProperty.pdf.
Purposeful portfolios
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Purposeful Portfolios
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