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Date Posted: 21:48:37 08/14/03 Thu
Author: Júnia Resende de Freitas
Subject: TASK 15

Task 15

The task for this last week is “How can we use portfolios to evaluate our students' progress?” I read the text from all sites and I selected two of them that are http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html and
http://www.stanford.edu/group/CFLP/research/portfolio/portfolio1.html in order to construct my last essay.
First of all, I want to give a briefly idea about Portfolio, I mean, some basic concepts I found interesting in these two texts that I chose. “Portfolios are collections of student work representing a selection of performance. Portfolios in classrooms today are derived from the visual and performing arts tradition in which they serve to showcase artists' accomplishments and personally favored works. A portfolio may be a folder containing a student's best pieces and the student's evaluation of the strengths and weaknesses of the pieces. It may also contain one or more works-in-progress that illustrate the creation of a product, such as an essay, evolving through various stages of conception, drafting, and revision.” (http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html)
Secondly, the author says some relevant aspects that it is important to highlight in order to follow the first idea about Portfolio. The first point is “Portfolios are useful as a support to the new instructional approaches that emphasize the student's role in constructing understanding and the teacher's role in promoting understanding.” The next point is “Portfolios capitalize on students' natural tendency to save work and become an effective way to get them to take a second look and think about how they could improve future work. As any teacher or student can confirm, this method is a clear departure from the old write, hand in, and forget mentality, where first drafts were considered final products.” (http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html) In the other text, http://www.stanford.edu/group/CFLP/research/portfolio/portfolio1.html, the readers can read a note by Adams and Hamm (1992), which states "Portfolios can be used as a tool in the classroom to bring students together, to discuss ideas, and to provide evidence of understanding and the way to apply it. Through critical analysis of their work--and of their peers--students gain insight into other ways of looking at a problem." (p.103)


Thirdly, the text continues saying “Although there is no single correct way to develop portfolio programs, in all of them students are expected to collect, select, and reflect.” It is important to keep in mind that “the content in portfolios is built from class assignments and as such corresponds to the local classroom curriculum; the age/grade level of students may determine how portfolios are developed and used; and administrative contexts also influence the structure and use of portfolios.” (http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html)
Next, Portfolios can provide structure for involving students in developing and understanding criteria for good efforts, in coming to see the criteria as their own, and in applying the criteria to their own and other students' work (http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html).” And, “in the field of foreign-language education, the advantages of using portfolios are obvious: provide students with opportunities to display good work, serve as a vehicle for critical self-analysis, and demonstrate mastery of a foreign language.” http://www.stanford.edu/group/CFLP/research/portfolio/portfolio1.html “Research also shows that students benefit from an awareness of the processes and strategies involved in writing, solving a problem, researching a topic, analyzing information, or describing their own observations.” (http://www.ed.gov/pubs/OR/ConsumerGuides/classuse.html)
To sum up, I can say that following the steps that I discussed above you can teach using Portfolios, as I proved.



JÚNIA RESENDE DE FREITAS

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