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.
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.