Portfolio for Vidyalya Level CCE Mentors - Primary Level

1. KVS ZIET MYSORE TRAINING FOR VIDYALAYA LEVEL CCE MENTORS- Primary Level What.. Why.. And How..

2. Definition of Portfolio According to Stiggins (2001), “a portfolio should tell the story of a student.” Through the portfolio processes of collecting, selecting, organizing and reflecting, an individual is actively involved in constructing the story of her/himself as a student. The artefacts included in the portfolio demonstrate what that student knows and can do. These artefacts, collected over time, will provide an on going record of the student's accomplishments

3. Portfolio – CBSE Manual on CCE PLEASE CLICK ON THE FILE TO OPEN

4. Uses of a Portfolio • to promote student control of learning • • to track student progress • • to demonstrate individual growth • • to respond to individual needs • • to evaluate and report on student progress • • to facilitate student-led conferences • • to show process and product • • to show final products • • to show student achievement with respect to specific curricular goals • • to document achievement for alternative grading • • to accumulate "best work" • • for developing skills of organizing and independent effort

5. PARTS OF A PORTFOLIO • Establish a minimum set of elements for each portfolio. • Cover • Title page • Table of contents • Page numbers • Conclusion or reflection statement

6. SAMPLES IN A PORTFOLIO • Are there certain things you want included in each sample? What must minimally accompany each sample? • Title • Student assessment of the sample’s value or purpose • What student learned

7. Principles that guide the use of Portfolios as an Assessment Tool • is continuous and ongoing--the value of a portfolio is its ability to show development over time. • is multidimensional--the portfolio should contain a wide variety of artifacts demonstrating a number of different learning processes and a variety of different assessment tools. • is selective--it is selecting artifacts for inclusion in the portfolio that is valuable, not the collecting alone. • is reflective--it is through the process of reflection that students come to understand themselves as learners. Reflection is essential to the use of the portfolio in supporting learning. • has clearly defined criteria--the criteria for the selection of artifacts and for assessing the portfolio must be clearly understood by the teacher and the students from the beginning of the process (Chriest & Maher, 2003; Wolf & Sui-Runyan, 1996).

8. Multidimensional A Portfolio can showcase…… Art Language experience dictations Written reports First drafts and revised writing Math samples Written personal response • Reading or writing logs • Journal entries • Activity reports • Group reports or projects • Self-evaluations and reflections • Photographs of three dimensional products or performance based activities

9. SelectiveA Portfolio can showcase…… General Type Is there a general type of sample that you would like students to include in their portfolio .For ex-the best work Think of the traits you hope students will be encouraged to include in their portfolio? May include work related to demonstrate for example: Critical /CREATIVE thinking Problem-solving Computing

10. REFLECTIVE-ILLUSTRATIONS OF STUDENT REFLECTIONS

11. Clearly defined Criteria- Grading Portfolios • How will you grade the portfolio effort? • The entire product will be graded using a rubric spelling out criteria for appearance and completeness • Selected samples showing evidence of learning/skill will be graded individually

12. Grading Periodicity Do you want to give one all-or-nothing grade at the end, or use a process of grading in progressive steps toward completion? Examples: Earning points along the way for turning in 10 work samples Completing an outline Creating an entire package Making a presentation

13. Frequency How often should students be expected to add to their portfolio? Weekly Monthly Quarterly Yearly Other

14. Storage Who is responsible for storing portfolios? Where will this be done? Be strong enough to withstand a whole year’s use Occupy no more classroom space than is comfortably available in most classrooms Be low cost Be readily accessible to students so the portfolios can be a natural part of daily classroom activities

15. Work Time - How Often? How much time should students be given to work on their portfolio in school? One period or hour per day One period or hour per week One period or hour per month Other

16. Showcasing- Presentation and Celebration If you choose to have a presentation of portfolios, what kind would you like to see? Parent and teacher conference Peers or class review Teacher/student interview

17. Practical Considerations Applicable to the KV Set up Parameters for implementation can be chalked out in subject committees for uniformity and clarity Though several ideas have been given a simple structure and criteria could benefit all students No Bag Day could be used to work with student Portfolios in a collaborative way with the Teacher Teachers taking two or more subjects in a class may maintain one Portfolio since it is an integrated curriculum