Portfolio presentation for pan sig

John GunningAssociate Professor

Gifu Pharmaceutical

University

What is a portfolio?

“Collection of evidence that demonstrates skills, achievements, learning or competencies” Cooper, 1997

“A purposeful collection of student work that tells the story of the student’s efforts, progress, or achievement in (a) given area (s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judging merit; and evidence of student self reflection” Arter and Spandel, 1992

A student selected collection of his/her work that creates a portrait of that student’s efforts, growth, achievements and strengths, both academic and personal.

The artifacts are based on topics and themes covered in class to be assessed by both the student, peers and myself.

It will include both in-class and out-of-class materials. Other class work will not be included.

Why

Constructivism: Theoretical Underpinnings of Portfolios

“Constructivism…describes knowledge as temporary, developmental, nonobjective, internally constructed and socially and culturally mediated.”

Fosnot, 1996

Constructivism

Knowledge “constructed” not transferred

Student/user centered

Social Context

Alternative Assessment

Portfolio?

Traditional Classroom Constructivist Classroom

Traditional Classroom Constructivist Classroom

Strict adherence to fixed curriculum

Materials are primarily textbooks and workbooks

Learning is based on repetition

Students are recipients of knowledge

Teacher role: directive and rooted in authority

Assessment : Testing/correct answers/summative

Students work primarily alone

Knowledge: inert

Student questions and interests is valued

Authentic sources, primary sources, reflect the world In which we live

Learning is interactive building on what the student knows

Dialogue with students: construct knowledge together

Interactive rooted in negotiation

Assessment: all student works, observations, process is guiding principle

Knowledge is dynamic changing with our experiences

Student in pairs and small groups

•How would you implement a portfolio? •What would you include?•How would you assess it?

Implementation Timeline

1 3 6 9 12 15

2 Concept

5 Rubrics/Peer Assessment

8 Discontinued HW Scaffolding

12 Peer Assessment II

15 Hand in and Final self reflection

Revised Implementation Timeline

1 Concept

4 Rubrics/Peer Assessment

7 Discontinue HW Scaffolding

11 Peer Assessment II

13 Grading Rubric

8 Homework Idea Lesson

15 Hand-in and Final self-reflection

Learner Autonomy

Assessment: Rubric and Final Evaluation

Autonomous Learning: Less is best

Homework ideas In order to help you get ideas for possible homework or out of class activities for your portfolio I have included some of my own ideas. Please use them or others of your own are ok.1. Vocabulary Building task: Read the preamble of a country’s constitution and make a list of any new words. Include the meanings and any collocations of the words.2. Reading: Read parts of a country’s constitution and write up your thoughts on it. Does it truly reflect American society? What are your thoughts?3. Comparing task: Read parts of the Japanese Constitution and parts of another country’s constitution and make a table comparing the differences or similarities between them?4. Writing task: Write on your opinions regarding certain points in the Japanese constitution that are being discussed in politics and the media (ex: Article 9).5. Listening task: Listen to a Youtube (or other site) video on some topic related to law, government or constitution. You can: 1. Try to transcribe 1 minute of the talk into English. 2. Write a brief report on it-do you agree or disagree with what the speaker stated or the topic of the video. I found this video regarding Article 9 on Youtube 6. PowerPoint presentation: Make a PowerPoint presentation on the Japanese constitution. You can send it to me and I will check it for you.7. Survey task: Write up a survey with questions about the Japanese constitution or laws in Japan. Ask other students and write up graphs/charts or tables with the results. You can make up an online survey at Some web sites you may try:Constitution Finder: Constitutions, Comparative Laws, Country Reports: National Constitutions: There are many web sites available for further research. The 3 mentioned above are simply ones I selected for your information. Please conduct your own search if necessary.

Week 2

Autonomy

Homework Ideas For Plastic/Cosmetic Surgery Lesson1. Internet: Do a search on The Hills reality t.v. show Heidi Montag. Answer some of these questions and write a report: 1. How many procedures did she have done? 2. Why did she have them done? 3. How does she feel about them now? 4. What procedures did she have done? 5. How does she feel about them now? Include any other information you find out or discover.2. Vocabulary Extension: Choose several of the words from the text. Use a dictionary or Google search field (or another search engine) to build up more associations/collocations of the words.3. Video/Youtube: Watch the video Star Bellied Sneetches at http://www.youtube.com/watch?v=v3yJomUhs0gWrite a report on the children’s video. Are the themes in the video related to today’s topic? Are there any other themes? What does the story teach? Write a short report.4. Writing: Do research on cosmetic surgery in Japan. Write a magazine article about cosmetic surgery in Japan. You may write about some good points and bad points.5. Research Project: Do research on Dr. Gregg Homer and his procedure to change eye color. Find different articles related to the Doctor and the procedure. Synthesis them into one coherent report. I found a few very easily using Google.6. Find out: Simply Google Bryon Widner or watch http://www.youtube.com/watch?v=XDKYrJSV4dQWhat are your thoughts? How is his story connected to the topic? Write a report on him, his life, and the changes he has gone through.

Week 4

Autonomy

Homework IdeasReading: Try reading a longer version of the story Frankenstein at. You might try to 1. Make a word list of new vocabulary noting how the words are used in the text. 2. Write a short report comparing this story to other Japanese horror stories you know. 3. Summarize the story in your own words.Listening: You may want to try to listen on Youtube to a discussion on Frankenstein by a reader of the book.. You may want to summarize what she says or talks about. Japanese Culture: Do research on both Japanese Obon and American Halloween holidays. Compare the two events. What are the similarities and differences between them? Writing: Write your own scary short story!

Week 6

Autonomy

Grading Rubric

Category Excellent (A) Good (B) Satisfactory (C) Unsatisfactory (D)

Unacceptable (F)

Overall Portfolio Presentation

The portfolio is exceptionally attractive and well-organized. The items are neatly presented. Professional.

The portfolio is attractive and well-organized. The items are neatly presented. Pretty good. Almost professional.

The portfolio is somewhat organized and acceptably attractive though it may be a bit messy or dull. Presented in an average way. Rough.

The portfolio is not organized OR the items are not presented well. Pretty sloppy overall. Does not meet the expectations.

The portfolio is not organized items are not clearly presented at all. This does not meet any expectations of the teacher, course or student. Simply unacceptable.

Your Rubric

Your Rubric

Your Rubric

Category

Descriptive Assessment guidelines

Positives

challenges

Positives

Learner AutonomyFace ValidityAlternative Assessment

challenges

Reliability

Practicality

What students expect…

AZzz

AWhat teachers expect…

Expectations (somewhat) sorted

Post it!

Rubrics negotiated

Self-Reflection

Explain homework

Introduce early

Peer Assessment

Thanks!

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