Review and evaluate portfolios periodically. they can create a caption statement to identify and note the significance of the piece.Ĭaption statements – are concise, written comments in which students and teachers note the time and the dateħ. Record the significance of items included in students’ portfolios. teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.Ħ.
Choose a range of authentic classroom products that relate to the objectives of the portfolio. stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.ĥ. Establish Procedures for Organizing the Portfolio. a way of documenting the steps and processes a student has employed to complete a piece of work.Ĥ. has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. Determine the type of portfolio to be used. these goals are stated more generally than performance objectives.ģ. These goals specifies what the student is striving to achieve and indicates which skills to be document. the list of goals provides the framework for selecting and evaluating work samples.
Center the content of portfolios on instructional goals one can restrict the contents to what is relevant and design its structure to facilitate its intended use.Ģ. Establish how the portfolio will be used.
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