Portfolios

You are currently browsing the archive for the Portfolios category.

My wondering for the week is this: should I start grading students on their assessment portfolios from the very beginning of the year rather than wait for the 1st quarter marking period? But if assessment by portfolio starts from day one, is it fair to enter an F grade for everyone at the beginning of the year because their portfolio would be empty? Since I strongly suspect that it is not fair to grade an empty portfolio for the first few weeks of school, when is a good time to switch from purely formative assessment of blogs to the more summative assessment of the portfolio?

Currently my students start off the year with a basic technology boot camp and the establishment of their own individual blogs. We spend a good chunk of the first few weeks learning to blog (most haven’t before) and getting used to the new normal that is the blended mashup of learning that is my classroom. I give a speech or two about how we don’t use numerical points towards earning letter grades, but instead will provide evidence of our learning in other ways.

At some point, usually around four weeks into the school year, students finally create their Google Sites assessment portfolio from the template that I’ve given them. They share the portfolio address with me, but that’s usually all that happens with the portfolio for several weeks.

But as the end of the quarter approaches, there is a need to begin to fill the portfolio with artifacts of learning, as that is the assessment tool by which quarter (and semester) grades will be determined. In theory, the portfolio should not be a lot of extra work for students because it involves very little new writing and creating, simply sorting and linking assignments and evidence that have already been completed. Therefore this task should be greeted with joy and happiness.

Hmmm. What I see instead is that a small minority of students grab onto the portfolio concept early on and fill it up as they go along through the class: blog post gets published, blog post gets sorted into the portfolio. But the other 80-90% of students do not touch it. Call it avoidance of failure, call it unfamiliarity, maybe throw in some technophobia, and portfolio building does not happen spontaneously for most students until the portfolio becomes the basis for the course grade.

wpid-Imaystartmyassignments-2014-10-25-21-21.png

Now, keep in mind that students have been getting an “eligibility” grade from me from the first weeks of school, so being given a letter grade is nothing new for my classes. At the beginning of the year I tend to grade in a pass/fail manner as I have not yet gathered enough information from just a few assignments to really tell an overall picture about a student’s performance. After a time, probably by the 3rd or 4th week of school, I do start guessing at letter grades besides P and F based on the quality and quantity of work that I am seeing published to their blog.

A more accurate letter grade doesn’t get assigned, however, until I feel that I have provided students with enough chances to be successful in each of the major course standards, and that may not occur until right before the 1st quarter grade (or if we are talking AP Biology, until AFTER the 1st quarter is over). At that point I begin to start looking at what students are putting into their portfolios.

But now we have a perfect storm of factors come together: grades are due in a week or two, many students are behind in their blogging, most students have not bothered to figure out how to operate Google Sites because there has been no need to until now, the portfolio is empty, and I feel the need to (finally) show students what their grades will be like once I apply the published guidelines for assessing the portfolio for midterm and final grades. Ready or not, its portfolio time.

So I devoted around a week of class time for students to work on very clearly specified pages of the portfolio and provided what I thought was very specific and often one-on-one instruction on how to post links to the portfolio in Google Sites. But when I went to grade the portfolios last weekend, a week before grades were due, many were still very incomplete or even empty of evidence.

To say that by grading these empty portfolios I filled up the entire eligibility list would be incorrect, but not far from it. I gave a lot of F’s to a lot of good students.

Then, and only then, with a failing grade in hand, did I have students come to me for help in upgrading their portfolio. It was a very busy, but incredibly productive week after grades based on the portfolio were published.

Now back to my original question: when during the first quarter should I make the transition to summative grading based on the portfolio? Is this the only way to do it, with a week of panic right before the end of the quarter? Should I try picking up a grade from the portfolios somewhere in the middle of the quarter even though many of the lab standards might only have a lab or two as possible proof? How about at the beginning of the quarter even though there have been no chances to publish any work? Yikes. Try explaining initial grades of F to parents and coaches. But I bet I’d see students understand the portfolio concept better if we were using it from Day 1.

I suppose I might try evaluating the portfolio (U, PP, P, A ratings per standard) from the first build onwards without grading the portfolio (A, B, C, etc). I might at least get a few more students interested in working on the portfolio as we go, since parents can see those evaluation ratings on Infinte Campus. The eligibility grade could still be pass/fail for a while at the beginning of the year and then move into a real letter grade based on the portfolio once students have had enough chances to fill it. There might be some questions towards the beginning of the year about how a kid is passing but has all U’s, but that is probably easier to deal with than failing the kid for work they haven’t even been assigned yet.

TL; DR: Kids will procrastinate until a grade is assigned. Start assessment based on portfolios earlier so that students have a better chance of being successful on the first midterm grade.

I’ve received some requests recently to share the biology portfolio that I use with my students. Here’s a quick note about how to use my template to set up a Google Sites portfolio for students to use.
 
  • In experimenting with student-managed portfolios, I’ve found it best to create a Template Site that students can use to create their portfolio. If you have a set of standards for your class that you want students to reflect upon, then a template is the easiest way to make sure that those standards are part of their portfolio.
  • You’ll want to try this yourself first, especially if you want to modify my template site for your own set of standards. I’ll break this up into teacher and student instructions, which might be the same if you don’t use Google Apps for Education (GAFE).

Teacher instructions for creating your own template Site from my biology portfolio template:

The location where you publish your portfolio template depends upon whether you are using GAFE or regular Google Apps. GAFE users: I would make the template within your domain for students to find. Regular Google users need to post the template to Google’s Public templates like I did. You could even just point students to my public template if you don’t want to create your own.

  1. Log in to Google Apps (either a personal account or GAFE) and find Google Sites from the App chooser.
  2. Once in Sites, click on Create.
  3. At the top of the Create New Site page should be the option to “Browse the Gallery for More” templates. Click on this.
  4. If you are in GAFE, your district-wide templates appear first (this is usually the easiest place for you to put a template for students to use).
  5. For now though, you are looking for a public template, so click on Public>Schools and Education in the “Select Site Template” window.
  6. You are looking for a site template called “Skills-Based Biology Portfolio.”  Searching for “Biology” in “Schools and Education” templates will usually find it.
  7. Select the Skills-Based Biology Portfolio template to use for your Site. This will give you an exact copy of the site that I give to my biology students.
  8. Give it a name (which also determines the address URL) and you are ready to start editing it.
  9. Once you’ve edited the Site to your liking and you are ready to share it with students, go to More Site Options (the gear icon)>Manage Site.
  10. Under Manage Site>General there should be the option to “Publish this site as a template.” Click that.
  11. Give your Template a name and description then click “Submit.”
  12. Done! Now you have a template that students can find either within your GAFE domain or in the Public templates.

Student instructions for creating a portfolio Site from a teacher-created template:

  1. Log in to Google Apps and find Google Sites from the App chooser.
  2. Once in Sites, click on Create.
  3. At the top of the Create New Site page should be the option to “Browse the Gallery for More” templates. Click on this.
  4. If you are in GAFE, your district-wide templates appear first. Find your course’s portfolio template.
  5. Select the portfolio template that you want to use for your Site.
  6. Give it a name (which also determines the address URL) and you are ready to start editing it.
  7. Share the URL of your site with everyone who will be reviewing your portfolio.

Here’s a little screencast that I whipped up for the portfolio setup from the student’s perspective:

Setting up a student portfolio from a template

Let me know if you want me to post any of my other portfolio templates (Anatomy, Chemistry, AP Biology) to the Public templates.

Tags: , ,

On a previous post here at SEE, Aaron Bieniek posted a great series of questions:

“How do you know if the work you are seeing on the blogs actually reflects what that student knows? How do you know the ideas expressed there are not borrowed from someone else? The implication is that unless a student works alone in a controlled “testing” environment – we can’t be sure what that student knows on his/her own. How would you answer that? How much of a role do typical tests play under your system?”

Here are a few thoughts on these questions:

 

How does any teacher know that a student completed their assessments on their own?

passingnotes

I got interested in having students blog, in part, because I wanted to get away from the piles of worksheets and study guides that I used to assign. I found that with many students, the worksheets (when scored for points in the gradebook) became things to do, and not tools for learning. Many students would copy from their friends and neighbors and the determination of individual learning was difficult without other assessments like tests and quizzes. Nevertheless, I still hear of many teachers who collect homework or other daily assignments and enter those “grades” into the point total for students’ final grade as if they were measurements of individual learning. Maybe they are, maybe not. This issue of “ownership” of learning is not unique to blogs or other online forms of assessment.

 

Aren’t the ideas in a student’s blog post borrowed from someone else?

Yep. Everything is a remix. We should encourage students to take what is known about a topic and remix it in a way that is their own. However, we do want to make sure that students are doing their own work. I try to assign assessments that can be completed using multiple creative tools that allow students to show what they know in a unique way. If everyone is filling in the same GoogleDoc worksheet (which I still do, for some entry level activities) then its less clear who was doing the work. Make those assignments worth less, if you score them at all. If, on the other hand, a student creates a video or other quality online artifact explaining a topic or tackling a problem, then usually you’ve got a pretty good idea of their understanding of that topic. And, more importantly, your discussions with the student as they are producing that complex learning artifact will clue you in as to their level of understanding. Surely we don’t expect novice learners to synthesize brand new complex ideas that no one has ever thought of before? Its a remix of reasonably correct ideas and a demonstration of engagement with a topic that we’re aiming for in our blogs.

 

Since student blogs and portfolios are online, isn’t it easier to copy from another student or other sources?

Maybe, but its also easier to detect plagiarism online. In the same way that a kid can copy/paste from someone else’s work, a teacher can copy/paste a student’s work right back into Google or another plagiarism checker and see if it is their own work. Also, as mentioned above, as an active participant in creating these learning artifacts, the teacher knows which students are engaging the material on their own and who is waiting until the last minute to borrow work from someone else. When in doubt check the blog post dates. Since they have a date and time stamp, blogs have an advantage over paper copies in that the student who posts an assignment to their blog first wins the originality argument in cases of student to student copying. My (thankfully few) students who insist on copying often have several blog posts appear on the same day, usually right before a major deadline or marking period. Painfully obvious. I simply send them a note to remove the offending blog posts and have them redo the assignment(s) on their own.

 

What about traditional forms of testing? Aren’t tests the best way to measure individual students?

It depends on what you are trying to measure. Tests and quizzes are fine for assessing specific content knowledge facts. I still use them to some extent in all of my classes. I found, however, that I often want to make tests that consist of mostly essay questions because I am increasingly convinced that my multiple choice tests were missing a large part of the story of what my students had actually learned. If a student gets a question wrong on a MC test, it doesn’t tell me anything about why they got it wrong or what they did actually know about the topic. I can’t give partial credit for understanding on a MC question. Therefore, logically, if you find yourself giving lots of essay tests, blogs are an obvious outgrowth of that philosophy because you are having students continually write about what they are learning. This is especially true in the more narrative science courses like biology and anatomy. The more math-intensive subjects like chemistry and physics should have more tests since a student has to show their work (and therefore their thought processes) for full credit. Plus, problem solving (math) is way easier to work out on paper compared to a blog post.

 

Why do we want to be sure what a student knows on their own?

I’ll argue that its the second half of that question that matters: on their own. Students do need to understand some basic concepts in order to be able to operate in the more complex and creative areas of my class, I get that. What I want to see, though, is a rich classroom and assessment environment in which students are not on their own but are instead supported in their learning and creating by their peers and by the teacher. I worked in academic science labs long enough to know that real science is done in groups where the experts in an area or a technique will teach others their specialty because of a love of teaching and learning. I would far rather try to figure out what students have learned in a group because that models real life and real scientific exploration.

I do use tests and quizzes, but only rarely, and often as practice or quick check-in quizzes. However, in my best moments, assessment of student learning comes from seeing what they can do in a lab situation or what they can create to show mastery of a topic. Will I be able to be 100% sure of what each student knows? Of course not. I bet no one else can get inside a student’s head either. But by using student blogs and student-curated portfolios of learning, I can see what kind of tasks they attempted as part of my class, what they believe they have learned, and I can attempt to judge their level of performance on those tasks by looking at both the artifact they produced and their reflection on their performance.

Moving away from tests is a conscious choice. I don’t use tests very often, not because they are useless, but because they can’t recreate the kind of performance tasks that I want students to be able to do.

 

-for another take on the role of tests see Joe Bower’s post “How will I know what my students know if I don’t test them?

Like a straight-laced teetotaler at an Alcoholics Anonymous meeting, I am a horrible ambassador for grading reform.  I am possibly the worst person to try to explain how to change someone else’s classroom into a standards-based learning environment because it was never much of a struggle for me. I saw a need to reform my grading practices and I did it. Most of what I read leading up to the changes I’ve made said that it would be a tough and nasty fight, mistakes would be made, and that I should expect resistance from all the different stakeholders in the system. Mistakes have been made, for sure, but I’d call that “learning what works.” The fights and nastiness have never really materialized, save for a few parents of “A students” who were less than thrilled to suddenly have “B students.”

With that said, I now find myself advocating for SBL/SBG and am being mentioned/linked occasionally here and there, including at my own little high school. My principal has asked me, along with 3 other teachers trying various implementations of SBL, to present the topic at an upcoming faculty meeting.

Here’s my problem: how do I go back and put myself in the mindset of someone who is just now hearing about this “new” standards-based learning/grading stuff and make the case that teachers should make sweeping changes to how they assess and grade students? How do I show how awesome standards-based learning can be for them and their students without seeming to preach that everyone needs to drop what they’re doing and adopt it now, now, now!?

Its probably going to sound preachy no matter what I do, that’s in the eye of the beholder and can’t really be changed on my end, but I think the message will be better received if I focus on describing my journey rather than telling people how to do SBL in their classroom. After all, a science teacher like me sure isn’t going to know much about what standards an English teacher wants to use in their classroom. Best to stick to the why, and not so much the how.

To my mind there are three “why” questions that keep popping up about SBL that teachers will want to hear about. They are interrelated “whys,” but are indeed separate aspects of the reasons lots of people, myself included, are trying out standards-based learning systems.

Q #1: Why use standards-based learning instead of a points-based system?

A1: Because assessment of learning and Assignment of Grades Should be completely separate.

Assessment of learning lets both you and the student know whether they understand the content knowledge and skills that are needed to master a particular course. Grading, however, is a teacher’s judgement call about the relative location of a student’s performance on some scale of “gradations” that has been established for the purposes of comparison.

If we start from a mindset of assessment of learning, then we have to start from an exploration of the standards and performance indicators for students: What is it that I need to assess? What content and performance standards do students need to demonstrate? How will everyone know that they’ve been successful at meeting these learning targets? The observation of performances of specific learning targets helps focus such a system on assessment of student learning and does not necessarily have to lead to a letter grade.

However, if I start from a mindset of assigning points for each assignment, and those points always go into the gradebook to help me determine a student’s grade, then I am not assessing learning, I am grading, right from the start. There is only one measurement that happens when everything students do is worth points, and it is not measurement of learning. Accumulated points measure assignment completion; they measure compliance. Which is fine, if you believe that teaching compliance is the goal your classroom. However, if you are one of the thousands of teachers struggling to write lesson plans that claim to assess the CCSS and NGSS or CAS or whoever’s “S”, just so you know, “S” is for Standards, and “C” is never for compliance. It should be about the learning.

I tackled this issue a while back by reducing point values to almost nothing, a simple binary grading system of 1’s and 0’s for most assignments. It worked to some extent, in that it minimized the point values given to formative assessments that really had no business being included in a final evaluation of a student’s learning. Most points came from tests and quizzes, which were more appropriate assessments of student learning, but still, the signal to noise ratio was pretty terrible for everyone concerned. If you were getting a 78% in my class back then, you only knew that you had to work “harder” or turn in more stuff to move up to a B. That 78% rating didn’t tell students what they were good at, only that they had turned in or “earned” 78% of the points possible. They might not even have to change a thing about their performance in the class if I curved the grades to make them more “realistic.”

Even with points minimized, my students were still at the mercy of the numbers game, portrayed so well in this pic taken from this awesome resource by Thomas Guskey (via Scott McLeod):

GradingNumbersGame

Short answer to the question: None of these mathematical tweaks is best. No single one is any more fair than the others. They are all horrible at showing exactly what a student did or did not do to earn those numbers. Does your gradebook look like this? Mine did. It annoyed me, so I ditched it completely (and no, you don’t have to–see the first paragraph of this post).

Q #2: Why allow for multiple chances to prove mastery of a standard?

A2: You don’t have to.

Admit it. You hate the idea of retests, reassessments, and grading the same assignment over and over forever and ever until the end of the semester.

But there is no set rule in the (non-existent) SBL playbook that says that you have to give students every chance in the world to pass a test about one of your standards. Nor is there a rule that says you have to give different assessments for the same standard. In fact, there are no rules about the “right” or “wrong” way to do reassessments in SBL.

A rational person will, however, recognize that the goal of a teacher-student relationship should be to demonstrate learning, and if we are talking about a standards-based classroom, then the learning should correlate to particular learning targets. If a student happens to miss the target or fail to provide evidence for learning that standard, wouldn’t the kind thing to do be to give them another shot at it?

Normal (i.e. non-SBL) teachers have a word for this: its called differentiation. Differentiation happens easily in an SBL system, but too often I hear people bashing SBL for its mushy deadlines and hippy-dippy approach to letting students have one more chance to prove themselves. Honestly, if you are really into training students to be compliant with your one-shot tests and strict deadlines, then maybe this whole differentiation thing isn’t exactly for you anyway. (I’d start working on your grading curve now)

Q #3: Why use standards-based portfolios of student learning?

A3: Because communicating standards-based learning in a report card is awful.

One of the noted failings of SBL is how ironically terrible the communication of student achievement can get. Standards-based report cards are notoriously cryptic if short enough for human consumption (STD3.1.1a = P) and horrendously long if written so that anyone other than a curriculum specialist can understand it (Learn and Understand Biology-Related Terminology, Concepts, Representations, and Models: Biomolecules: Understand the structure and function of important biomolecules such as carbohydrates, lipids, and proteins). Furthermore, SBL-based grade reporting usually requires tweaks of existing online gradebook programs and parent info portals, often with confusing and inconsistent results. I’ve seen those kinds of report cards. They are not helpful.

Instead, why not give parents something to see that demonstrates their kids’ achievements in your class. Show them the actual work that demonstrates that their child can analyze data, communicate well, or work in collaborative groups for the betterment of all. Show off your student’s work, sorted by standard. This communicates both your standards and the efforts that students have put in to meet those standards.

Also, portfolios give students a guide to what they need to accomplish while in your classroom. A blank portfolio delivered to them at the beginning of the year is the gauntlet that you throw down to challenge them: “I dare you to fill this in with proof that you can learn how to do all these things.” Its one more tool that helps hand off the burden of learning to the student.

Alt A3: You don’t have to.

Standards-based learning is just that: a system of activities and assessments centered around defined learning goals rather than accumulation of points for a grade. Each and every way that teachers use to keep track of learning by standards will work, even without portfolios. Make a spreadsheet. Use your existing grade book, just change the headers on your columns. Even if you use (gasp) numerical representations of learning, a.k.a points, to keep track of achievement in individual standards, you’re still ahead of where you and your students were back when they were counting up how many points they needed for an A and you were wondering how far to curve the latest exam to make the class average a 75%.

Introduction (or Why Should I Care About the NGSS?)

As you could guess, one of the major themes at the recent Denver Regional NSTA meeting was how to begin to implement the Next Generation Science Standards (NGSS) in our science teaching. I started off the conference by attending a talk by Brett Moulding, who is described as being the “writing team leader” for the NGSS, so he probably knows what the NGSS are about.

Mr. Moulding’s talk focused on the following ideas:

    1. No, not everyone has officially adopted the NGSS (Colorado has not, for example) but it does represent the latest research and teachers should always be aware of the latest research into how students learn science.
    2. There are three dimensions to the NGSS: Ideas, Practices, and Crosscutting Concepts.
    3. The past of science education was the “what,” the facts that could be easily assessed.
    4. The future of science education is getting kids to show that they understand the “how and why,” the mechanisms behind phenomena.
    5. “They are going to perform the science.” “Performance is HUGE.” The focus is on student science performances.
    6. This performance should be their assessment. Instruction and assessments should be similar.

It was really amazing to hear one of my favorite messages about science eduction being supported by someone so influential, namely that we should be moving away from focusing on only teaching science facts and instead focus on the doing of science. This was a great morale booster for my talk at the conference later that day about facts vs. skills and the ways that our assessments need to change to measure those skills.

At the end of his talk Mr. Moulding did field several questions about new assessments for NGSS and he pointed out the that National Academy of Sciences National Research Council (NRC) would soon be releasing their proposed guidelines for what the new assessments for NGSS would look like.

The NRC did indeed release new guidelines the week after the NSTA conference and they are summarized here if you are interested in reading them for yourself. All the quotes I’m going to use come from the prepublication download of the National Academies Press book Developing Assessments for the Next Generation Science Standards.

At first, the document reads as I expected, like a manual for those testing companies that are itching to get going on selling us the NGTT (Next Generation of Terrible Tests) with comments like

Designing specific assessment tasks and assembling them into tests will require a careful approach to assessment design. (pg Sum-3)

Nothing earth-shattering here. But then there are some glimmers of daylight that there might be something in this report for us non-test-developers:

…it will not be feasible to cover the full breadth and depth of the NGSS performance expectations for a given grade level with a single external assessment comprised solely or mostly of performance-based questions… (pg Sum-5)

which is pretty obvious if you think about the amazingly large array of tasks that students would have to complete if we are really assessing all the content and performance standards of the NGSS.

To get around this issue of tests not being able to truly measure all that NGSS demands of students, we find the real gold nugget of the document so far:

States or districts might require that students in certain grade levels assemble portfolios of work products that demonstrate their levels of proficiency. (pg Sum-5)

This is the first of several references to the use of portfolios in this report, some of which I’ll mention in a bit.

Without going line by line through the rest of the document, I’ll summarize it by saying that the NRC recommends that educators create an integrated “assessment system” that consists of three parts:

    1. Assessments for classroom instruction (mostly for teachers to see how well students are performing).
    2. Monitoring assessments (external assessments that can be used with large numbers of students).
    3. Indicators of opportunity to learn (measures of the quality and content of science instruction).

What follows is a discussion of why I think that using student digital portfolios can help teachers meet these three requirements listed in the NRC’s report. If you haven’t seen the kind of portfolios we use in my classes, you may want to have a look. The rest of this will make a lot more sense if you can picture the kinds of portfolios that I am talking about.

1. Student Portfolios are Classroom Assessments of the NGSS

From Developing Assessments for the Next Generation Science Standards:

Classroom instruction is the focus of the framework and the NGSS, and it is classroom assessment–which by definition is integral to instruction–that will be the most straightforward to align with NGSS goals (once classroom instruction is itself aligned with the NGSS). (pg 4-2)

By “aligned with the NGSS” they are referring to science courses that can demonstrate that classroom-based assessments measure the different content and skill requirements of the NGSS:

…students need to experience instruction in which they (1) use multiple practices in developing a particular core idea and (2) apply each practice in the context of multiple core ideas. (pg Sum-3)

which ties in nicely to Brett Moulding’s vision for the NGSS as moving away from isolated facts and towards student performances of science.

Can portfolios of student work be used by teachers to assess the core knowledge and skills addressed in the NGSS? Absolutely. I’ve taken some initial steps to do just that with my student portfolios this year. All that is required is that the portfolio be explicitly designed to collect evidence about a particular set of skill and content standards that matches the performance standards laid out in the NGSS. Students and teachers can use such a portfolio to examine and discuss how well students are able to provide evidence that they have met each standard. Of special note given the NRC recommendations, the kinds of portfolios that we use include both content knowledge and skill standards and can allow students to display evidence of applying core ideas and science practices.

2. Student Portfolios are Monitoring Assessments for the NGSS

The NRC report highlights some of the problems with current standardized tests in terms of measuring performance on the NGSS:

The science tests that are currently used for monitoring purposes are not suitable to evaluate progress in meeting the performance expectations in the NGSS, for two reasons. First, the NGSS have only recently been published, so the current tests are not aligned with them in terms of content and the focus on practices. Second, the current monitoring tests do not use the types of tasks that will be needed to assess three-dimensional science learning. (pg 5-3)

In most cases, the items assess factual knowledge rather than application of core ideas or aspects of inquiry that are largely decoupled from core ideas. They do not use the types of multicomponent tasks that examine students’ performance of scientific and engineering practices in the context of disciplinary core ideas and crosscutting concepts nor do they use tasks that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts. (pg 5-3)

One of the proposed solutions to the issues that surround standardized tests in science is to encourage the development of classroom-embedded assessments such as a

Portfolio of Work Samples and Projects

A third option for classroom-embedded assessments would be for a state or district to provide criteria and specifications for a set of performance tasks to be completed and assembled as work samples at set times during the year. The tasks might include assignments completed during a school day or homework assignments or both. The state or local school system would determine the scoring rubric and criteria for the work samples. Classroom teachers could be trained to score the samples, or the portfolios could be submitted to the district or state and scored centrally. (pg 5-18)

The report goes on to state that portfolios can and have been used for standardizing or auditing across classrooms:

One example is Kentucky’s portfolio program for writing, in which the portfolios are used to provide documentation for the state’s program review. In Wyoming, starting officially in 2003, a “body of evidence system” was used in place of a more typical end-of-school exit exam. (pg 5-19)

Since I developed my portfolio system based on standards not only from the NGSS, but also from a variety of sources such as AP Biology and Colorado Community College Common Course guidelines, the NRC’s discussion of “teacher moderation methods” struck a particular chord and also speaks to the utility of student portfolios to allow for comparison of students from multiple locations:

Moderation is a set of processes designed to ensure that assessment results (for the courses that are required for graduation or any other high-stakes decision) match the requirements of the syllabus. The aim of moderation is to ensure comparability; that is, that students who take the same subject in different schools or with different teachers and who attain the same standards through assessment programs on a common syllabus will be recognized at the same level of achievement. This approach does not imply that two students who are recognized as at the same level of achievement have had the exactly same collection of experiences or have achieved equally in any one aspect of the course: rather, it means that they have on balance reached the same broad standards. (pg 5-19)

Furthermore, the NRC report goes on to explore examples of successful “school-based assessments” such as that found in Queensland where:

Assessment is determined in the classroom. School assessment programs include opportunities to determine the nature of students’ learning and then provide appropriate feedback or intervention. This is referred to as “authentic pedagogy.” In this practice, teachers do not teach and then hand over the assessment that “counts” to external experts to judge what the students have learned: rather, authentic pedagogy occurs when the act of teaching involves placing high-stakes judgments in the hands of the teachers.
Samples of student work (are) annotated to explain how they represent different standards (pg 5-20)

I love this section because it describes perfectly how my students and I use portfolios. I provide the framework of standards for the portfolio and students fill the portfolio with evidence of learning and they have to explain how their artifacts meet each standard.

And finally, the fact that our portfolios are online meets one of the major recommendations of the report:

New technology and platforms that support further upgrades make it much easier than in the past to accumulate, share, store, and transmit information. Such possibilities will make it easier to work with evidence collected in systems of assessment that are composed of multiple elements. (pg 5-22)

3. Student Portfolios are Indicators of the Opportunity to Learn Using the NGSS

“Indicators of Opportunity” is mostly a fancy way of saying “accountability.” Are teachers using the NGSS to the greatest possible extent to support student learning of science? There are many possible measures for such a system, listed here by the NRC:

The report includes a number of indicators that we think are key elements of a science accountability system: program inspections, student and teacher surveys, monitoring of teachers’ professional development, and documentation of classroom assignments of students’ work. (pg 6-9)

Therefore, a portfolio-based assessment system can serve the additional purpose of holding a classroom teacher like myself accountable for which types of activities I provide for my students to carry out:

Documentation of curriculum assignments or students’ work might include portfolios of assignments and student work that could also provide information about the opportunity to learn (and might also be scored to provide direct information about student science achievement). (pg 6-10)

See what they did there? The NRC itself mentions the possibility that portfolios will be used for multiple aspects of this new assessment system. Not only will this portfolio my students produce hold them accountable for learning the different standards for a given course, it will also hold me accountable for providing them plenty of opportunities to meet each content and skill standard.

Conclusions

Like it or not, the NGSS are probably not going away any time soon and at the very least represent the latest and greatest thing to come along in science education. Educators can either sit back and let the big testing companies have their say about how to assess for the NGSS or we can dig in and create our own ways of showing that we are helping our students perform to the level that the NGSS demands. Its pretty clear that everyone knows that technology will be involved. What remains to be decided is whether we as teachers will be content with our students doing “science simulations” in online assessments or whether we’ll have them do the real thing in class and create ways for students to document their learning for all to see. I’m going with door number 2 on that one. How about you?

 

Tags: , , , ,

I’ll be giving a short presentation later this week at the Denver Regional NSTA meeting about how (and why) to use portfolios for assessment and evaluation in science classrooms. For those of you who like to mark up slides during a talk, here’s the set of slides (pdf link) that I plan to use. They’ll make a little more sense with some dialogue to accompany them, but even if you aren’t attending, you can get most of the main points that I’ll try to make. Be sure to come find me there, or drop me a note in the comments if you have questions.

This slideshow requires JavaScript.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. All photos and screenshots (except the textbook figure on chemical bonding) are from my physical and digital classroom.

Tags: , ,

This quote from Dean Shareski came across my Twitter feed yesterday just as I was archiving some of my favorite examples of student portfolios:

shareskionachievementChallenge accepted.

First off, I’ll state that even portfolios are a weak form of proving “achievement.” The real kind of achievement that we should be aiming for as teachers will be only evident in the lives of our students once they’ve left our buildings. But that sort of thing is about as immeasurable as it gets and is unlikely to be used by anyone other than teachers to prove that we’re doing our jobs.

How do we demonstrate that kids are learning in our classes? One route is obvious: give your kids a test that everyone takes and see how they do in comparison to everyone else. This seems to be the go-to choice for most educators these days, willing or not, given the corporate takeover of student assessment. The problem with a lot of these tests, though, is that they are usually one-time, shot-in-the-dark maybe-you-were-feeling-bad-that-day assessments that really don’t capture what a kid was able to learn and create over the 9 months that they were in your classroom.

That’s where portfolios can demonstrate achievement far better than tests, no matter how rigorous or authentic we try to make our exams. With a well-built student portfolio, educators can look for evidence of what they think is important by requiring students to provide evidence of those outcomes. Do you value collaboration in your classes? Then make a spot in your student portfolios where kids provide evidence of being able to collaborate. Do you value good communication skills? Include a portfolio page about communication. The structure of the portfolio defines what you hope kids will achieve while in your classes. It can include test scores, but a good portfolio is much more than test scores.

It might be clear by now that I’m in favor of creating the structure of the portfolio for the student. There are arguments against that, I’m sure, but if I am going to be held accountable for what my kids are learning, then I’m at least going to provide them some standards against which to measure themselves. For me that means using standards-based grading and portfolio templates for students to fill with evidence for each standard.

As for the portfolios themselves, there are plenty of tools out there for creating digital portfolios, but some have too much reliance upon the teacher (they upload everything, student does nothing) and some have no structure to them (“Here’s this thing I did in March”). I think a good portfolio tool or platform should have the following functionality:

    1. A blank portfolio can be delivered to the student with a built-in, standards-based structure designed by the teacher.
    2. Each portfolio should be continually updated and upgraded by the student as the school year progresses and they learn new content and skills.
    3. Students should be doing all the work of collecting their best work into the portfolio and defending why their work meets or exceeds the standards for the course.
    4. The portfolio should be easily accessible by both teacher and student from school and from home.
    5. The portfolio needs to have a variety of options for sharing with other students, educators, and community members who have a stake in particular students’ performances.
    6. Students should be able to customize the appearance of their portfolio to suit their tastes in graphics, design, and layout.

I’ve been having my students create Google Site portfolios for two years now, primarily because I can create template Google Sites that are populated with web pages for each standard that I want students to provide evidence for. At the beginning of each school year, students log into their school Google accounts, find my template site for their course in Google Sites, and then make a copy of it as their new portfolio. They then spend some time learning the ropes of Google Sites, if they don’t know them already, and customize their sites a bit with new graphics, fonts, and color schemes as they see fit.

The rest of the school year is spent engaging in learning activities that probably could be found in most any science classroom. The major difference is that in the back of students’ minds is always the question: how will I document this in my portfolio? Students are allowed to make decisions about how best to communicate learning. Will they just post a Google Doc copy of an activity or will they write a longer blog post about it? Will they do a certain lab report in Google Docs, Glogster, or Prezi? Will they do the lab report on their own or collaborate with their lab group? What goes into the portfolio is up to the student, so although the class as a whole might do a similar set of labs and activities, each portfolio comes out relatively unique due to the choices students make about how they document activities and which ones they choose to include in their portfolio.

One downside of using Google Sites is that, of course, the portfolio is tied to the student’s account. This means that these awesome showcases of student achievement might get deleted once students graduate and our IT department deactivates their accounts. As I mentioned at the top of this post, I’ve recently been archiving some of the most impressive portfolios to use as exemplars for next year’s classes. Our IT department was nice enough to make me a super boss in our Google Apps domain at least long enough to copy over some of the sites to my account.

Here are some students’ finished portfolios that I’ve archived, sorted by course:

Anatomy:

https://sites.google.com/a/lajunta.k12.co.us/4acresanatomyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/katrinasanatomyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/stevenssanatomyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/tiffanysanatomyportfolio/

AP Biology:

https://sites.google.com/a/lajunta.k12.co.us/mandiapbiologyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/michaelsapbiologyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/steven-sapbiologyportfolio/

Biology:

https://sites.google.com/a/lajunta.k12.co.us/ashleysbiologyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/stevensbiologyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/taylorsbiologyportfolio/

https://sites.google.com/a/lajunta.k12.co.us/tiffanysbiologyportfolio/

Chemistry:

https://sites.google.com/a/lajunta.k12.co.us/sierrachemistryportfolio/

https://sites.google.com/a/lajunta.k12.co.us/stevenschemistryportfolio/

https://sites.google.com/a/lajunta.k12.co.us/nikkischemistryportfolio/

These are just a sampling of some of the better portfolios from the last couple of years. I’m sure there’ll be issues with permissions and such that pop up with some of the students’ artifacts, particularly for those that have used their school Blogger accounts, but these should at least give you a taste of the organizational schemes that I try to use for each course’s portfolio.

What makes these portfolios stand out from those of other students is not necessarily the quality of the artifacts that are linked in the portfolio, but that each of these students really understood the purpose of the portfolio, namely that of showing that they truly did meet the standards for the course. Not only did they do the required work, but they were also able to explain what they learned and why it met the course requirements.

A majority of the student portfolios shared above were already made public by their authors, although the default sharing setting is private within our school’s Google Apps domain. What does that say about the whole point of the portfolio process? Is it for me, the report card, or the junior college that might give them concurrent credit? Maybe all these things, but by choosing to make their portfolios public, these students have made a statement about what they believe the portfolio is all about.

These students have decided that their achievements are worth noticing. By everyone. In all the Internet. I doubt we’ll see that same kind of passion about their state test scores.

 

Tags: ,

20120829-192202.jpg

I’ve waited to post this set of thoughts until I was back at school, mostly because I was up in the mountains for the last bit of the summer. Yes, I had wifi, but, well, there were other things to do that were better than blogging.

But I’m back to writing, and in terms of changes for this school year that you might be interested in, there are two big ones:

1. I’m replacing my GoogleApp spreadsheets for tracking student progress with Shawn and Vic’s BlueHarvest. By the end of last year I was using the spreadsheets almost exclusively for comments back and forth with students so having to create and manage one for each student this year seemed silly when BH is built to do that. I’m through the setup phase with BH and have managed to get login info to nearly all of my 110 students. There were times that I wished that I knew how to pull all my student info (names with emails) off of Infinite Campus into a nice, importable spreadsheet, but in reality there have been so many schedule changes that I would have had to add/delete a bunch of kids anyway. The big downside of not adding emails for each kid was that I ended up having to get them their passwords via Edmodo, which took a bit of typing today to accomplish (harrywookiewookie is still my favorite).

2. SBG for AP Biology! Remember the experiment last year with my student-led Phunsics class? I’m going to apply some of the philosophy of that class to my teaching (or co-teaching, maybe mentoring?) of AP Biology this year. What’s that you say? There’s an audit process for approval of my curriculum documents? Oh dang. Guess we had better start writing them together.

Naw, it’ll be fun. The College Board was nice enough to follow my model of emphasizing skill standards for AP Biology students as well as providing a short list of content standards. Ok, maybe the list is a bit longer than I think is necessary, but I’ve grouped them into 13 content standards, not too far from my usual 10-or-so content area standards per course. With 7 skill standards and the 13 content areas (see the course description or the prezi linked on my AP Biology page), we’ve got a basic framework from which to set up the course. Once the students get over the rush of holding their newly-acquired iPads, we’ll get down to work on prioritizing our goals for the course and agree on a basic plan for the year.

The big difference between this AP Biology course and the phunsics course, besides the obvious content-area shift, will be in assessment. AP Biology will follow the pattern I’ve established for my other classes, namely activities->blogging->portfolio building. I think the new structure of the AP Biology course in the College Board’s documents lends itself pretty well to a standards-based portfolio that students can fill with evidence of each standard. I’ll post links to some apbio student portfolios once they are sufficiently underway.

Tags: , ,

This post is an update to my older year end wrap up that seems to get a lot of traffic from people searching for “standards-based grades” and similar terms. I can only assume that there are lots of folks out there trying to get their heads around what SBG is about and how to do it. What follows will be a (hopefully) concise discussion of my spin on SBG and how I assess students using blogs and portfolios.

If you’ve drunk even a little bit of the SBG kool-aid you’ll know that the lofty goals of grading and assessment reform can be stated something like this:

  • have students show what they really know and can do
  • make learning rather than grades the focus
  • if you have to produce a “grade,” reform your grade book to reflect learning, not compliance/completion
  • ditch points-based, averaging nonsense and banish “zeros” since neither concept helps describe what a student knows and can do
  • since grades reflect learning, allow reassessments to show new understanding of concepts

If these sound like ideas you can get behind, read on. If you like your current, points-based system, read on too, because you’ll feel justified in a little bit.

How do you meet the lofty goals listed above? Here is roughly the sequence of steps that I would recommend:

Step 1: Define your standards

Notice I didn’t say to parrot back your state standards or (goodness gracious) our new national standards. These have to be yours. As in “these are the things that I really believe to be important” standards. There should be some overlap, of course, if your state department of education has done its job reasonably well. Different people will approach this very differently, from having lots and lots of standards to having only a few. Marzano suggests that we should “limit measurement topics to 20 or fewer per subject area and grade level.” I read this after I had done my standards-crunching, but I agree with it, since I identified just 9 major areas that I wanted to assess. These are Content Knowledge, Research, Lab Skills, Experimental Design, Data Analysis, Tech Savvy, Communication, Self-Analysis, and Contribution to Community.

The most unique thing about this set of standards compared to others I’ve seen is the smashing of all the content for each course into one standard. I teach science and so have lots and lots of content to discuss in each of my courses (anatomy, biology, chemistry, physics, and AP Biology and yes, I’m at a rural school with only 4 science teachers in grades 7-12 for 600 kids). I don’t think that content is the most important thing, though, not anymore, with the interwebz and such just a Google away. I don’t ignore content ideas, I just don’t overemphasize them in the final grade determination. Instead, I’m more interested in building a skill set for students that they are going to take with them regardless of which little factoids that they remember from my classes. But that’s my take on standards. Yours will be yours.

Step 2: Develop an Assessment Philosophy

Yes, I know this sounds like something that you did for an assignment once upon a time in teacher-school, but really, it will help you out greatly if you put it down in words, especially if you make it available to parents and students. Mine’s here, if you want an example. I’m sure it would fail all of the guidelines for an official teacher-school document, but there it is. This doc is where you need to think about what you believe about assessment of student learning: Do you give quizzes and tests to see what kids know? Does every student do the same set of assignments in the same way? Will you assess using your favorite worksheets but score them by standard? Can students make up for failing or missed assignments or is assessment a one-shot deal so they learn the value of deadlines?

Basically, what you want to do in this Assessment Philosophy is lay out how you plan on determining what students know and what they can do. Again, my way of doing it may be very different from yours. I have students do a ton of writing and creating in blogs and portfolios but do almost no formal testing. Other teachers that I adore do lots of tests and quizzes that show how much their students have learned. Good arguments exist for both kinds of assessments.

Step 3: Determine how you will assign final grades

Ah, the stickiest issue of all, particularly for high school teachers who get to deal with parents and students worried about class rank, scholarships, and acceptance to their favorite college. Woo hoo!? If you have to assign grades, and most of us do, this is the part where your idealistic standards hit the wall of whatever online gradebook your school happens to suscribe to. Some play nicer with standards than others, but in any case you are going to have to figure out how to mesh what you do with standards with what students and parents see in the gradebook. I happen to have been fortunate enough to be good friends with my tech director who set up some lovely manually entered standards within Infinite Campus so I can determine the grade however I want and just report it out online. Other teachers I’ve read about have not been so lucky, having to prove that x% of their grade comes from labs and y% from tests or whatever, which will take a bit more massaging in a standards-based system.
You will want to carefully consider how you convert what students do on lots of separate standards into a single letter grade. This task sucks and essentially reverse-engineers everything you’ve been trying to do, but until more teachers and school districts get behind just reporting learning standards, we’ll have to deal with it. Many options exist: Will you figure out an average score using scores from all the standards? Will you have basic and advanced standards and use achievement of the advanced ones to assign higher letter grades? Will you look at performance on all the standards at once and apply a set of rules to determine a final grade? I lean towards the latter and have a system in place that counts the number of advanced, proficient, partially-proficient, and unsatisfactory standards to determine the final grade.

Step 4: Try it out!

Implementation time! After a summer of planning and writing about your new standards-based grading system, the first days of school are going to be great! Except don’t expect students to want to hear every detail all at once. Spend some time getting to know your students and building up your classroom community before digging into the nitty gritty of how their grades will be determined. Oh sure, make your pretty documents and web pages available, but don’t expect students to read them right away, if ever. Instead, coach students on the philosophy of your class, about what they can do to show you that they are learning something in your class. Give them the tools to be successful on your assessments, even if they don’t quite see the big picture of how standards-based grading in your class works. And constantly remind them that they can improve on past failures and mistakes, if you allow that sort of thing, because chances are your students have been trained to fire and forget on most assessments. Its the mental shift that you need to work on, not just in yourself, but in your students as well for this sort of assessment scheme to succeed.

Be warned, though. These changes will come at a serious price: your time.

There are some school days that I look enviously at the student aides for one of my neighbor teachers, slogging away with an answer key and a red marker at piles of that teacher’s turned-in assignments. Oh, says I upon seeing such sights, why didn’t I stay with the worksheet and my lovely 10 (or 1) point grading system? I could have aides do my grading for me. It was so easy to check off whether someone had done some learning or not. But I know that system didn’t really do much besides speed up the process of assigning a grade, and wasn’t really about assessment at all.

It takes time to really get to know what kids are learning in your classroom. Anyone, including student aides, can grade a worksheet, tally a point total, and enter it into a grade book without knowing a darn thing about the student that turned it in. It will take more time to grade by standards, particularly if you are going to go the route I did and develop student blogs and online portfolios. Those sorts of things take time to make and take time to assess so be prepared to spend more class time on assessments and be ready to spend more of your own time on reviewing them.

I love this note that a reader left in a conversation on my Assessment Philosophy:

I’ve been reading this document and now have a clearer idea of what you were talking about. My principal question, which I’m sure is answered somewhere, is how does one manage it? Reading and commenting on scores of portfolios that vary greatly in quality would seem to be an extremely time-consuming endeavor. I have been in a 17 year struggle to have a normal life outside of teaching, one I have largely lost. I want the students to do most of the thinking and the work while I do relatively little, but for general classes anyway, the reverse seems to be most true. Do you know where in Chris’ webpage or blog he reveals the secrets to evaluating the portfolios without committing evenings and weekends to the task? Thanks,

Larry

Larry is absolutely in the right in thinking that reading and commenting on blogs and portfolios is extremely time consuming. But the tradeoff is that no two student blogs are the same and reading a student’s writing is so much more interesting than scoring worksheets. The digital artifacts they create will be very unique and entertaining if they are done well, as most are in my experience. Is it overwhelming at times? Sure! But strategies like using Google Reader to keep track of when students post and which ones I’ve read and using Google Doc spreadsheets (or Blue Harvest) for keeping track of comments helps a lot. I also keep links to all student portfolios in one place using Pearltrees, which makes access to the otherwise clunky Google Sites in our district much more useable.

I found, too, that as the school year progressed, I spent much less time “grading” the blogs and was able to just read them to keep tabs on what the students were writing about and making sure they weren’t straying too far afield in putting their portfolio together. This happened somewhere around the end of the first semester when there was an “aha” moment of sorts for a lot of students when they finally understood what the portfolio was about and how it was being used to determine their overall grade. From that point on, it was obvious to students that the blank portfolio pages that I provided for them represented what I wanted them to know before they left the class. From then on, they became much more aware of what had to be done and they just did it, regardless of whether I “graded” their posts every time or not. In fact, for most of 2nd semester I only graded the portfolio (since that’s what I said I would grade anyway) and just read the blog posts for fun as part of the portfolio.

I think there will always be some sort of “training period” each school year in which I have to do a lot of “grading” and actually give blog posts scores on the 4 point scale just to give students an idea of what I’m looking for, but from then on, they seem pretty capable of producing artifacts for the portfolio without me having to grade each and every one of them. Grading the portfolios was an awesome way to end the year and a real triumph for standards-based grading since the portfolio made it so easy to assess what a student had learned in specific areas.

Still, I won’t claim to be sad to hit summer so I can spend some more time with my own little grumkins:

Ludwig kids

Thanks for hanging on through this not-so-concise romp through how I implement standards-based grades in my classes. I encourage you to try even small steps to reform your grading system, if you haven’t already. As for all the details, I’m sure there’s tons of stuff I left out so drop me a comment and we’ll fill in the gaps together.

Tags: , , , , ,

I’ve had three chances now to assess my students’ eportfolios for letter grades, and I love ‘em. Portfolios and students, that is, not grades. Yes, my school still requires letter grades each quarter, but I hope that someday these sorts of learning portfolios that we are building can be shared without having to be cheapened by labeling them with a simple letter rating. A good portfolio can stand on its own and doesn’t need somebody like me to point out whether it is awesome or not. In fact, in my perfect future world each kid who applies for college or a job fills in their application (most are online by now) and pastes in a link to their portfolio. Colleges and employers can click to see what sort of person they are getting, complete with writing samples, content-area knowledge, evidence of skills gained and so on. No more silly essay questions and no more inflated resumés full of made up extracurricular activities, just a real record of what the student actually accomplished in school. Yes, I know they will take time to read, believe me, but you are about to create your future student body or workforce. Don’t you want to know what they’re capable of?

Vision of a grade-less future aside, here are some reasons why I’ll keep using online portfolios at least into next year:

1. The portfolio fills the gap in evidence for Standard 8: Self-reflection

Ever since I started using standards-based assessment, I’ve used 9 major standards as the backbone of all my classes. One of the nine (insert Lord of the Rings reference here) is content-specific knowledge, four are science process skills, two are communication/tech/21stC skills, and two are the touchy-feely standards of self-reflection and contribution to the learning community.

Before the portfolios were implemented, students managed to produce a wide variety of evidence for the community standard (successful group projects, blog comments from within and beyond the school, stats on page views for certain blog posts) but had a rough time performing self-reflection. Sure, a few people got it and wrote long, involved blog posts about what they did best and what they would change about their work habits, but most students were flummoxed by the idea of writing what seemed to them a fake-sounding, possibly brown-nosing post full of what the teacher wanted in a “reflection.”

With the eportfolio, though, self-reflection and analysis of one’s work are built into the system. Students are given a blank Google Sites template for the portfolio at the beginning of the year and are asked to select the evidence of learning that goes on each page. They not only have to include links to relevant blogposts or other artifacts that they have created, but they also need to justify to the portfolio reviewers why they feel that a particular artifact meets the goal of that particular section of the portfolio. So on each portfolio page, if done well, there exist links to student products and the students’ rationale for why they believe that those artifacts demonstrate that they have mastered a particular standard. Win! There’s even an entire page of the portfolio devoted to the self-reflection standard so that students can’t miss the fact that it’s a major skill that I want them to practice. That page gets used differently from student to student, but some of the most impressive ones I’ve seen have a running dialog with themselves from quarter to quarter about how the portfolio is shaping up.
For example:

sample student Standard 8 portfolio page

another sample student Standard 8 portfolio page

2. The portfolio streamlines the demonstration of evidence of learning in a standards-based course

Instead of poking through blog posts on a student blog, which are organized by whenever the student decided to sit down and create them, the portfolio allows the reviewer(s) to see at a glance which major topic and skill standards have been addressed by each student. Don’t misunderstand me, the blogs are a vital piece of communication between the student and I as they are learning, but when the quarter or semester grade rolls around and I need to switch to judge mode, it’s a lot easier for me to do SBG with the portfolio than it was with a student blog by itself.

3. The portfolio can be an amazing record of progress towards specific goals.

As mentioned above, I use only 9 major standards for the whole year for each class. You can bet we have repeat attempts to demonstrate each one, that’s kinda the point of choosing only the 9 really important things that I want kids to be able to do. In the example Standard 8 pages above, you can see that this plays out in the portfolio on individual portfolio pages where students have retained their discussion of that standard from previous quarters and so can refer back to what they previously said or thought.

So, yes, I will keep using the portfolios. They aren’t all perfect and there are, of course, varying levels of student commitment to the idea. But, for not a lot of extra work, students leave each of my courses with a record of what they really did to earn that lovely letter on their transcript. I can only hope that someday someone important in their life will find their portfolio more useful than that lovely letter.

Tags: , , , ,

« Older entries