PORTFOLIO ARTIFACT MEANING ARCHIVE

For example, multiple versions of an essay can show how students revised and improved their work based on feedback from the teachers or their peers. For this reason, some educators argue that portfolios should not just be compilations of a student’s best work, but rather they should include evidence and work products that demonstrate how students improved over time. Tests and quizzes give teachers information about what students know at a particular point in time, but portfolios can document how students have grown, matured, and improved as learners over the course of a project, school year, or multiple years. Portfolios can help teachers monitor and evaluate learning progress over time.

PORTFOLIO ARTIFACT MEANING ARCHIVE

Advocates typically contend that portfolios should be integrated into and inform the instructional process, and students should incrementally build out portfolios on an ongoing basis-i.e., portfolios should not merely be an idle archive of work products that’s only reviewed at the end of a course or school year. When portfolios are used to document and evaluate the knowledge, skills, and work habits students acquire in school, teachers can use them to adapt instructional strategies when evidence shows that students either are or are not learning what they were taught. Student portfolios are most effective when they are used to evaluate student learning progress and achievement.The following arguments are often made by educators who advocate for the use of portfolios in the classroom: And some portfolios are used to assess learning in a specific subject area, while others evaluate the acquisition of skills that students can apply in all subject areas. Some portfolios are only intended to evaluate learning progress and achievement in a specific course, while others are maintained for the entire time a student is enrolled in a school.

For example, “capstone” portfolios would feature student work completed as part of long-term projects or final assessments typically undertaken at the culmination of a middle school or high school, or at the end of a long-term, possibly multiyear project. It’s important to note that there are many different types of portfolios in education, and each form has its own purpose. Portfolios may also be presented-publicly or privately-to parents, teachers, and community members as part of a demonstration of learning, exhibition, or capstone project. In some cases, blogs or online journals may be maintained by students and include ongoing reflections about learning activities, progress, and accomplishments. Online portfolios are often called digital portfolios or e-portfolios, among other terms. Portfolios may also be digital archives, presentations, blogs, or websites that feature the same materials as physical portfolios, but that may also include content such as student-created videos, multimedia presentations, spreadsheets, websites, photographs, or other digital artifacts of learning. Portfolios can be a physical collection of student work that includes materials such as written assignments, journal entries, completed tests, artwork, lab reports, physical projects (such as dioramas or models), and other material evidence of learning progress and academic accomplishment, including awards, honors, certifications, recommendations, written evaluations by teachers or peers, and self-reflections written by students. Portfolios come in many forms, from notebooks filled with documents, notes, and graphics to online digital archives and student-created websites, and they may be used at the elementary, middle, and high school levels. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures-such as standardized tests, quizzes, or final exams-that only measure what students know at a specific point in time. A student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of (1) evaluating coursework quality, learning progress, and academic achievement (2) determining whether students have met learning standards or other academic requirements for courses, grade-level promotion, and graduation (3) helping students reflect on their academic goals and progress as learners and (4) creating a lasting archive of academic work products, accomplishments, and other documentation.

Portfolio artifact meaning