Student portfolio reflection sheet

Student portfolio reflection sheet

How to use the new google sites for student portfolios

What is the function of a reflection sheet? What’s an example? Readers of your portfolio will not always understand why you choose a particular artifact for a specific standard or why you believe it meets the rubric requirements for that standard. As a consequence, for each necessary or optional artifact in your portfolio, you can fill out a Reflection Sheet. Your Reflection Sheet is a critical component of your portfolio. You should take your time and write them carefully. They often reveal more about you than the objects, and they are often the first items a checkpoint assessor examines while assessing your artifacts. The artifact should not be summarized on the Reflection Sheet. Rather, it should:
You can apply your Professional Portfolio for checkpoint evaluation near the conclusion of your Checkpoint 3 or 4 course or field experience. The checkpoint assessor will go through all of the objects, reflections, and rubric evaluations filed under each of the 12 program criteria using the Checkpoint 3-4 Rubric (see Appendix E on page 41). For each of the 12 program criteria, the assessor will determine if the “proof” indicates that you are at the unacceptable, developing, proficient, or outstanding stage. You must meet the following requirements to pass Checkpoint 3 and be qualified for student teaching (also see Appendix B on page 24):

Navigate brightspace eportfolio – learners

I met with a group of educators a few weeks ago to share their findings from a series of learning walks in classrooms. Students failed to express what they were studying, even if they could accurately tell them what they were doing. In response, I suggested incorporating regular reflection into one’s routine. Encourage students to take a few minutes to record not just what they learned, but also how and why they learned it, whether they use audio and video or pen and paper. This will help them make deeper connections to the content.
Naturally, this led to a debate about portfolios. The tools are usually the focus of portfolio discussions: how to save, distribute, and publish student work. Portfolios become summative in nature and can be perceived as an add-on to the end of a unit, mission, or task when we instead focus on the process of curating, reflecting, and sharing.
Portfolios must provide insight into not only what students created as a reflection of their learning, but also how and why they created it, in order to be genuinely useful to both students and teachers. If the ultimate aim is to improve students as learners, they must be given the ability to create connections between the content and the learning goals as a whole.

Digital student data tracker | self reflection | portfolio for

Portfolio appraisal is a concept that has a lot of different meanings, and it’s a tool that can be used for a lot of different things. A portfolio is a compilation of student work that can be used to demonstrate a student’s contributions, success, and accomplishments through the curriculum. A portfolio evaluation can look at student-selected examples of job experiences and documentation relevant to the results being evaluated, and it can address and promote progress against academic goals, such as student effectiveness. Portfolio tests have been used for large-scale evaluation and transparency (e.g., the statewide assessment programs in Vermont and Kentucky), for school-to-work transitions, and for certification. Portfolio evaluations are used in the National Board for Professional Teaching Standards’ evaluation of expert teachers, for example.
In the 1990s, portfolio evaluations rose in popularity in the United States as part of a broader interest in alternative evaluation methods. The 1980s saw a spike in norm-referenced, multiple-choice assessments designed to assess academic performance, owing to high-stakes accountability. However, by the end of the decade, there were growing concerns about the use of these assessments, which critics claimed only measured a narrow range of knowledge and promoted a “drill and destroy” multiple-choice curriculum. Teachers and colleges, according to proponents of alternative testing, modeled their curriculum to fit the restricted norm-referenced assessments to ensure that their students did well, “teaching to the test” rather than teaching material specific to the subject matter. As a result, it was critical that tests were worthwhile educational opportunities and modeled the types of significant teaching and learning practices that would prepare students for future, real-world success.

Student portfolios for classroom assessment

It’s best to start with your goals, as with any program or initiative. Let’s start with some of the advantages that introducing an ePortfolio program will provide to all members of a school group.
Students benefit from digital portfolios because they promote individuality while also promoting reflection, innovation, and genuine lifelong learning. Portfolio projects are an important opportunity for educators to monitor and measure student progress while also providing positive input.
We recognize that each student has unique strengths and weaknesses, but in a structure that is often dominated by pre-determined curriculum and tests, catering to each student and celebrating their individuality can be challenging.
Standardized evaluations and end-of-course summative assessments cannot catch each student in the same way that an ePortfolio may. Some students can struggle to demonstrate their true abilities in traditional tests, but excel at expressing themselves through video, music, art, spoken word, design, coding, or creative writing — mediums that are simple to incorporate into a digital portfolio. Some students who are more hesitant to speak up in a crowded classroom may find their voice and shine in a digital environment.

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