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School Reform Proposal: The Portfolio as an Exit Requirement

School Reform Proposal: The Portfolio as an Exit Requirement. Kathie Ewers Stephanie Lennon Steven Peters Rachel Pranger. EDCUR620 Secondary Curriculum Ball State University. Questions to ponder…. How do you make learning meaningful?

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School Reform Proposal: The Portfolio as an Exit Requirement

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  1. School Reform Proposal: The Portfolio as an Exit Requirement Kathie Ewers Stephanie Lennon Steven Peters Rachel Pranger EDCUR620 Secondary Curriculum Ball State University

  2. Questions to ponder… • How do you make learning meaningful? • How do you tie together the multitude of assignments & projects the students complete & create throughout high school? • How do you showcase what the students have learned and what they are capable of? • How do you motivate the students to revise their work and reflect upon what they have done, as well as keep an eye to the future and what the students want to do?

  3. Definition of portfolio • An amalgamation of a student’s work over time that displays knowledge and growth over a wide variety of subjects in both tradition and typically nontraditional areas, designed to produce a more well-rounded individual • Should be meaningful, authentic, personalized, metacognitive, and reflective

  4. What are we proposing? • Purpose of the portfolio • Use of the portfolio • Utilization of the portfolio

  5. Why portfolios? • Results of teacher surveys • Benefits for students • Results of research

  6. How would we suggest implementing this reform? • Make it part of the school culture • Stress student involvement • Offer options to the school for the portfolio’s format • Offer options to the school as for who supervises and stores the portfolios

  7. Issues to reflect upon… • Advantages of the portfolio process • Areas of choice and flexibility for schools within the portfolio process • Goals of the portfolio as an exit requirement

  8. Bibliography • Barrett, Helen C. (2000) “Create Your Own Electronic Portfolio.” Learning & Leading with Technology. 27:7, 14-21. • Barrett, Helen C. (2001) “Electronic Portfolios.” Educational Technology: An Encyclopedia. ABC-CLIO. • Barrett, Helen C. (2004) “Electronic Portfolios as Digital Stories of Deep Learning.” http://electronicportfolios.org • Barrett, Helen C., and Judy Wilkerson (2004) “Conflicting Paradigms in Electronic Portfolio Approaches.” http://electronicportfolios.org • Bergman, Todd. “Digital Portfolios.” http://www.mehs.educ.state.ak.us/portfolios/why.html • Brown, Mary Daniels (2002) “Electronic Portfolios in the K-12 Classroom.” Education World.” http://www.educationworld.com/a_tech/tech/tech111.shtml • Cohen, Lynn. “The Power of Portfolios.” Scholastic. http://teacher.scholastic.com/professional/assessment/powerportfolios.htm

  9. Bibliography, cont. • Fisher, Douglas, Diane Lapp, and James Flood (1999) “Technology & Literacy: Is There a Positive Relationship?” The California Reader. 32:4, 35-38. • Lamb, Annette (2002) “Electronic Portfolios: Students, Teachers, and Lifelong Learners.” http://eduscapes.com/tap/topic82.htm • Lankes, Anna Maria D. (1995) “Electronic Portfolios: A New Idea in Assessment.” ERIC Digest. • Ministry of Education: Government of British Columbia (2004) “Graduation Portfolio.” http://www.bced.gov.bc.ca/graduation/portfolio/ • Niguidula, David (1997) “Getting Started with Digital Portfolios.” Coalition of Essential Schools: Annenberg Institute for School Reform.http://www.essentialschools.org • Tapscott, Cindy (2002) “What Does Research Say About Requirements and Advantages of Electronic Portfolios?” http://students.uis.edu/ctaps01s/electronicportfoliopaper547.htm

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