All students in our school are expected to create and maintain a portfolio. Doing so helps students engage in, and take responsibility for, their own learning. Portfolios helps students reflect on themselves as learners, set goals and grow in their learning. The act of creating a portfolio is also a useful skill that is required more and more in the work force. Portfolios help make students more successful learners.
Some learning objectives are best are best demonstrated through students taking the initiative to provide evidence of their learning. At the beginning of a course, teachers will identify which learner outcomes students are required to provide evidence of attaining through their portfolio.
Evidence of meeting course outcomes may come from a number of sources and portfolios may include the following artifacts:
Evidence from within the classroom:
- Previously submitted projects, assignments, exams, tests, demonstrations, etc that the student may or may not have worked on in school. When using this kind of material for their portfolio the “story” behind what it taught the student or what this shows the student has learned is critical to also receiving a portfolio mark for this material.
Evidence from outside the traditional classroom setting:
- This might include things such as journal entries, non- linguistic representations, graphic organizers, evaluations/appraisals from work, volunteer organizations, teams, or other activities that show evidence of achieving of learner objectives.
Evidence directly from the student themselves:
- Things such as stories, poems, extra- practice activities, artistic endeavors, written explanations or other things that support the student has indeed learned the required learner objectives.