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Question
A students' union was formed in your school. Different portfolios were given to the students. Write functions of the students of different portfolios in about 100 words.
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Solution
Student Portfolios: Classroom UsesWHAT IS IT? 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.More teachers have recently begun using portfolios in all curricular areas. 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. For example, in writing instruction, portfolios can function to illustrate the range of assignments, goals, and audiences for which a student produced written material. In addition, portfolios can be a record of the activities undertaken over time in the development of written products. They can also be used to support cooperative teaming by offering an opportunity for students to share and comment on each other's work. For example, a videotape of students speaking French in the classroom can be used to evoke a critical evaluation of each other's conversational skills at various points during the school year.
Recent changes in education policy, which emphasize greater teacher involvement in designing curriculum and assessing students, have also been an impetus to increased portfolio use. Portfolios are valued as an assessment tool because, as representations of classroom-based performance, they can be fully integrated into the curriculum. And unlike separate tests, they supplement rather than take time away from instruction. Moreover, many teachers, educators, and researchers believe that portfolio assessments are more effective than "old-style" tests for measuring academic skills and informing instructional decisions.
WHY TRY IT? Students have been stuffing assignments in notebooks and folders for years, so what's so new and exciting about portfolios? 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.
HOW DOES IT WORK? Although there is no single correct way to develop portfolio programs, in all of them students are expected to collect, select, and reflect. Early in the school year, students are pressed to consider: What would I like to reread or share with my parents or a friend? What makes a particular piece of writing, an approach to a mathematics problem, or a write-up of a science project a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on their work, so these discussions need to be well guided and structured. The earlier the discussions begin, the better.
While portfolios were developed on the model of the visual and performing arts tradition of showcasing accomplishments, portfolios in classrooms today are a highly flexible instructional and assessment tool, adaptable to diverse curricula, student age/grade levels, and administrative contexts. For example:
The content in portfolios is built from class assignments and as such corresponds to the local classroom curriculum. Often, portfolio programs are initiated by teachers, who know their classroom curriculum best. They may develop portfolios focused on a single curricular area--such as writing, mathematics, literature, or science--or they may develop portfolio programs that span two or more subjects, such as writing and reading, writing across the curriculum, or mathematics and science. Still others span several course areas for particular groups of students, such as those in vocational-technical, English as a second language, or special arts programs.
Student Portfolios: Classroom Uses
WHAT IS IT? 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.
More teachers have recently begun using portfolios in all curricular areas. 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. For example, in writing instruction, portfolios can function to illustrate the range of assignments, goals, and audiences for which a student produced written material. In addition, portfolios can be a record of the activities undertaken over time in the development of written products. They can also be used to support cooperative teaming by offering an opportunity for students to share and comment on each other's work. For example, a videotape of students speaking French in the classroom can be used to evoke a critical evaluation of each other's conversational skills at various points during the school year.
Recent changes in education policy, which emphasize greater teacher involvement in designing curriculum and assessing students, have also been an impetus to increased portfolio use. Portfolios are valued as an assessment tool because, as representations of classroom-based performance, they can be fully integrated into the curriculum. And unlike separate tests, they supplement rather than take time away from instruction. Moreover, many teachers, educators, and researchers believe that portfolio assessments are more effective than "old-style" tests for measuring academic skills and informing instructional decisions.
WHY TRY IT? Students have been stuffing assignments in notebooks and folders for years, so what's so new and exciting about portfolios? 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.
HOW DOES IT WORK? Although there is no single correct way to develop portfolio programs, in all of them students are expected to collect, select, and reflect. Early in the school year, students are pressed to consider: What would I like to reread or share with my parents or a friend? What makes a particular piece of writing, an approach to a mathematics problem, or a write-up of a science project a good product? In building a portfolio of selected pieces and explaining the basis for their choices, students generate criteria for good work, with teacher and peer input. Students need specifics with clear guidelines and examples to get started on their work, so these discussions need to be well guided and structured. The earlier the discussions begin, the better.
While portfolios were developed on the model of the visual and performing arts tradition of showcasing accomplishments, portfolios in classrooms today are a highly flexible instructional and assessment tool, adaptable to diverse curricula, student age/grade levels, and administrative contexts. For example:
The content in portfolios is built from class assignments and as such corresponds to the local classroom curriculum. Often, portfolio programs are initiated by teachers, who know their classroom curriculum best. They may develop portfolios focused on a single curricular area--such as writing, mathematics, literature, or science--or they may develop portfolio programs that span two or more subjects, such as writing and reading, writing across the curriculum, or mathematics and science. Still others span several course areas for particular groups of students, such as those in vocational-technical, English as a second language, or special arts programs.
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