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Considering Portfolios
Though it's certainly possible to use an inquiry approach without using
portfolio evaluations, we find that most teachers do use portfolios for this
kind of work. Below is an outline of reasons why we use portfolio evaluations as
well as some general suggestions for how you might do so if this approach is new
to you.
Why use portfolios?
Portfolios have advantages that are good for
students, including:
-
process oriented rather than product emphasis
-
grades ability at end of term
-
fair to weak and strong writers
-
supports self-assessment and reflection – students must choose best
-
encourages revision and risk taking
-
organizing the term’s work and assessing one’s own writing uses analytical
and argument strategies that are often taught in first-year courses
Portfolios also have advantages that are good
for teachers, including:
-
emphasis is on comments and teaching until the end of term
-
comments can be focused rather than always comprehensive
-
allows assessment to be holistic and
comprehensive at end of term rather than in smaller isolated pieces
-
end of
term grading can be simplified because comments need not be written on final
versions in portfolios – you are done teaching, now just evaluate
-
allows
for easier collaboration on grading/evaluation if teachers work together in
portfolio groups and compare evaluation results
What difficulties should I be aware of in using
portfolios and how can I overcome those?
Students and Teachers can be
nervous about grades
-
criteria for evaluation of finished papers needs to be clear
- criteria and requirements for portfolio needs to be
clear
- a mid-term assessment can let students know where
they stand in the course and what they still need to do as writers
- require a folder for Composition papers and suggest
back-ups
- provide support but allow students to make choices
about which work to present as final and how to organize that presentation
- consider having a finished essay earlier and sharing
these with the class; ask that final portfolios include an argument using
the class essays as evidence
Amount of paper at the end
of the term can seem overwhelming
-
be prepared to stay calm
in the “crisis” at the end of the term
- you don’t have to read (or see) everything
- require the material to be organized (two pocket
folders with finished work on right, drafts on left, for example)
- use the last 2-3 class sessions to work on putting
the portfolios together
- don't expect students to revise every piece of
writing at the end of the term; let them make choices and include revision
opportunities throughout
Other Reminders
Separate Working Portfolio
from Final Portfolio
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students should save ALL work and keep back-ups of files on discs
-
papers receive comments throughout
term, emphasis is on continuing to revise to make the piece better and
to push abilities as a writer/thinker
-
mid-term assessment can be based on
working portfolio or a mini version of final (evaluation) portfolio
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help students develop a language for
talking about writing and for separating elements of effective written
products from elements that demonstrate their growth as writers
Give clear directions about
what you want to see in the final portfolio
-
some fraction of total number of
essays written (3 of the 5 assignments for example)
-
a self-assessment essay or final
argument
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consider other aspects of being a
successful member of the class
-
examples of being a good responder to others
-
examples of risk taking, trying something new
-
examples of responding to readers’ suggestions
-
examples of improvement on a particular aspect of
writing (punctuation, for example)
-
examples
of reconsidering a position
-
examples of something that is still problematic in
the writing with description of what could be done (if you had the
talent or the time to revise it again)
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final grade can be a separate grade
for each major paper in the portfolio (including the assessment) and still
include work for the term
See other resources for Teaching Writing
 
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