Date post: 2017-10-04 07:26

An external audience for student work can serve to motivate students to give more attention to and take more seriously their performance. First, it may give more legitimacy to assigned work. If the work is to be externally reviewed, it suggests that it is not simply busy work that provides a grade but that it is something authentic valued outside the walls of the classroom. Second, some students may take more care in their work when they believe a new, different, and perhaps expert audience will be viewing it.

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Once opportunities for reflection (practice) take place, feedback to and further reflection upon student observations can be provided by conversations with others. Conferencing is one tool to promote such feedback and reflection.

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What I will describe below are just a few of the many possible avenues for selecting which samples will be included in a portfolio. But these examples should give you a good sense of some of the choices and some of the decisions involved.

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Obviously, the answer to this question depends on your answer to the previous question about storage format. The possible solutions I describe below will assume that you have chosen an option that includes at least some paper products.

In addition to samples of student work and reflection upon that work, a portfolio might also include a table of contents or a cover letter (both typically composed by the student) to aid a reader in making sense of the purposes, processes and contents of the portfolio. This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members.

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Portfolios provide an opportunity to give parents a fuller glimpse of the processes and products and progress of their children's learning. Many teachers intentionally involve the parents in the development of the portfolio or make parents an audience or both.

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