The Student's Portfolio in EL Classroom

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The Student's Portfolio in EL Classroom by Mind Map: The Student's Portfolio in  EL Classroom

1. is

1.1. A collection of students' effort, progress and achievements

1.2. A selection of students' samples of work experiences, documents recording growth and evidences of the ways they think

1.3. Not the easiest type of assessment to implement, but can be an effective tool

2. aims to

2.1. Give students an opportunity to demonstrate knowledge

2.2. Foster learning about learning

2.3. Create a link junction for instruction and assessment

2.4. Show students a way to value themselves as learners

2.5. Facilitate cooperative learning activities such as peer evaluation, tutoring and cooperative learning groups.

2.6. Enlarge teachers a view of what is learned

3. is characterized by

3.1. Being continuous and ongoing opportunities for monitoring students' progress toward achieving essential outcomes

3.2. Being multidimensional and varied

3.3. Providing for collaborative reflection on the students'

3.4. Reflecting stated learning outcomes identified in the essential curriculum

3.5. The focus upon students' performance-based learning experiences as well as their acquisition of key knowledge, skills and attitudes

4. can be divided in

4.1. Process Portfolios

4.1.1. Document the stages of learning and provides a a progressive record of student growth

4.1.2. Help students identify learning goals, document progress over time, and demonstrate learning mastery

4.1.3. Can contain reflective journals, think logs, and related forms of cognitive processing

4.2. Product Portfolios

4.2.1. Demonstrate mastery of a learning task or a set of learning objectives and contain only the best work

4.2.2. Are also called documentation portfolios, and they involve a collection of work over time showing growth and improvement

4.2.3. Can contain everything from brainstorming activities to drafts to finished products

5. can be developed through

5.1. Organization and Planning by both students and teachers

5.2. Collection of meaningful artifacts and products

5.3. Reflection upon the learning process and monitoring students comprehension of knowledge and skills

6. can help assess student progress through

6.1. Thoughtful evidence of students monitoring their own comprehension, reflection and habits of mind

6.2. A selection of complete, correct and appropiate products presented in the portfolio

6.3. A variety of authentic entries produced in the classroom and in real world situations, academic assignments and non-academic tasks

6.4. Scoring tools that can provide diagnostic information to inform instruction