The portfolio

The PortfolioThe Portfolio

11.Monday, 28 January 2013.Monday, 28 January 2013

Its uses.Its uses.

• Tracking student progress.Tracking student progress.

• Helps in continuous, cumulative and Helps in continuous, cumulative and summative assessment.summative assessment.

• Tracking teacher progress.Tracking teacher progress.

• Improving both teacher’s and Improving both teacher’s and student’s work.student’s work.

The contextThe context

• Works best initially, ideally, in a small Works best initially, ideally, in a small class where the teacher student ratio class where the teacher student ratio is kept to the minimum.is kept to the minimum.

DefinitionDefinition

• It is something like a course file kept over It is something like a course file kept over the semester by the student, but flexible as the semester by the student, but flexible as to context.to context.

• It is monitored by the teacher, structurally.It is monitored by the teacher, structurally.

• It is an exhibition of samples of work done, It is an exhibition of samples of work done, not necessarily the best work but aiming to not necessarily the best work but aiming to ensure that the student is able to track his ensure that the student is able to track his or her own progress. Can also include or her own progress. Can also include handouts serving a dual purpose if need be.handouts serving a dual purpose if need be.

Example:Example:

• Poetry portfolio of ………… Semester Poetry portfolio of ………… Semester 1, level 51, level 5

• Would sontain syllabus distribution, Would sontain syllabus distribution, bare syllabus, handouts like glossary bare syllabus, handouts like glossary of literary terms.of literary terms.

• Work done – samples. This is the mainWork done – samples. This is the main

• component.component.

Example continued –specific to Example continued –specific to Poetry.Poetry.

• I Sample of write up or brief bio on I Sample of write up or brief bio on an author and his works and time – an author and his works and time – Tennyson.Tennyson.

• Teacher’s correction and remarks (if Teacher’s correction and remarks (if need be.)need be.)

• Second sample, corrected. Second sample, corrected.

Sample of summary of a Sample of summary of a poem:poem:

• First draft of “There is no frigate like First draft of “There is no frigate like a book” paraphrased.a book” paraphrased.

• Corrected versionCorrected version

• Final draftFinal draft

Sample of analysis of a Sample of analysis of a poempoem

• First draft of “Mind’s” (Richard First draft of “Mind’s” (Richard Wilbur) analysis.Wilbur) analysis.

• Corrected draftCorrected draft

• Final draftFinal draft

Essay sample: (optional)Essay sample: (optional)

• Must include author note, summary and Must include author note, summary and analysis analysis

• Corrected version – question to be given Corrected version – question to be given by teacher.by teacher.

• Final draftFinal draft• This can also deal with plagiarism, This can also deal with plagiarism,

research elements etc. Example, giving research elements etc. Example, giving bibliography and footnotes, indexing –so bibliography and footnotes, indexing –so that research skills is built as a component that research skills is built as a component right through every subject.right through every subject.

Quizzes 1Quizzes 1

• Choose the correct answer - MCQsChoose the correct answer - MCQs

Quizzes 2Quizzes 2

• Match the followingMatch the following

Quizzes 3Quizzes 3

• Definitions with examples so it is Definitions with examples so it is application oriented and leads to application oriented and leads to learning analysis.learning analysis.

Quiz fourQuiz four

• True or False or Yes or No questionsTrue or False or Yes or No questions

Quiz fiveQuiz five

• Complete or fill in the blanks. Both Complete or fill in the blanks. Both types, direct and indirect, where types, direct and indirect, where answer is given and not given. answer is given and not given.

Presentations: Presentations:

• The summary, analysis or essay can be The summary, analysis or essay can be done as powerpoint presentations too. done as powerpoint presentations too. This could be given some extra This could be given some extra weightage. This whole process is vaid weightage. This whole process is vaid only if the five marks of internal only if the five marks of internal assessment is raised to 25 maybe and assessment is raised to 25 maybe and the I Mid Term becomes 25 marks and the I Mid Term becomes 25 marks and the final 50 marks including 10 marks the final 50 marks including 10 marks for attendance.for attendance.

Answering short questions in Answering short questions in written form.written form.

• These can be taken from the text These can be taken from the text book itself, and act as a step towards book itself, and act as a step towards analysis of the poem – provided analysis of the poem – provided some are direct and some indirect.some are direct and some indirect.

Other ideas.Other ideas.

• The student also files copies of The student also files copies of question paper models of previous question paper models of previous semester and tries to answer them.semester and tries to answer them.

• The student also tries to keep his or The student also tries to keep his or her own attendance. (Both these her own attendance. (Both these suggestions are controversial and not suggestions are controversial and not to be adopted as of now. )to be adopted as of now. )

Other ideasOther ideas

• The student can gather resources The student can gather resources from the net or libraries for help, as from the net or libraries for help, as notes, over and above what is found notes, over and above what is found in the textbook.in the textbook.

• This will help towards self sufficiency.This will help towards self sufficiency.

MinimumMinimum

• 10 to 15 pieces in portfolio 10 to 15 pieces in portfolio

• First drafts, corrections, final drafts First drafts, corrections, final drafts for subjective exercises plus model for subjective exercises plus model questionsquestions

• To keep the work light for the To keep the work light for the teacher which is very important the teacher which is very important the whole exercise is to be seen as whole exercise is to be seen as student driven. student driven.

AdvantagesAdvantages

• For assessment the teacher can choose For assessment the teacher can choose from the student’s work the best on from the student’s work the best on offer or assign a mark regarding the offer or assign a mark regarding the overall quality of the portfolio. The overall quality of the portfolio. The latter is preferable but a completion latter is preferable but a completion rubric may be helpful in case portfolio rubric may be helpful in case portfolio has t be assessed not y course teacher. has t be assessed not y course teacher. This means one assesses completion This means one assesses completion and not quality except in one instance.and not quality except in one instance.

AdvantagesAdvantages

• It is a way of covering the portion It is a way of covering the portion and equipping the student for the and equipping the student for the exam simultaneously plus going exam simultaneously plus going beyond this to some skills for the beyond this to some skills for the next level and the outside world of next level and the outside world of employment.employment.

AdvantagesAdvantages

• It can help shift them partially to digital It can help shift them partially to digital awareness and literacy by asking them awareness and literacy by asking them to give some things in typed, some to give some things in typed, some gathering of resources from the net, gathering of resources from the net, some little research to be done, a some little research to be done, a presentation to be made by pairs or presentation to be made by pairs or groups etc. One can have even field groups etc. One can have even field trips, data collection, analysis and write trips, data collection, analysis and write ups.ups.

The portfolio as future toolThe portfolio as future tool

• Many places now ask for portfolios of Many places now ask for portfolios of students and employees and not students and employees and not CVs. They even ask for audio, text CVs. They even ask for audio, text and video portfolios.and video portfolios.

The portfolio as future toolThe portfolio as future tool

• Thus if students getting high marks are Thus if students getting high marks are allowed to exhibit their answer scripts, allowed to exhibit their answer scripts, for instance ( and even teachers’ of for instance ( and even teachers’ of such students) it becomes evidence of such students) it becomes evidence of their ability to reach learning goals or their ability to reach learning goals or outcomes matching learning outcomes matching learning objectives. I know this idea is objectives. I know this idea is controversial but it is practised in some controversial but it is practised in some places.places.

The EndThe End

• Workshop is try and define the items Workshop is try and define the items you think would be essential in a you think would be essential in a portfolio for your subject – one that you portfolio for your subject – one that you are teaching. List them out as clearly are teaching. List them out as clearly and completely as possible and try and and completely as possible and try and make it of maximum benefit and use make it of maximum benefit and use for you and the student. Thank you.for you and the student. Thank you.

• © Dr A.V. Koshy 2013 January 28© Dr A.V. Koshy 2013 January 28