| Portfolios are student centred rather than teacher-created. This allows the students to take an active part in the evaluation process and incorporate it into the learning experiennce. There are essentially three parts to developing student portfolios as a learning and assessment tool: |
| Students are encouraged to keep their work on an on-going basis. The work will be made up of class assignments and individual efforts and generally reflects the curriculum content in one or more subject areas. |
| From the samples of work collected students will select that which they feel represents their best efforts and the widest range of their abilities and skills. The age and level of students defines the amount of help they will need in selecting appropriate materials for the portfolio. |
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Reflection is the final but most important part of the portfolio development process. Students reflect about why they have chosen their samples and in doing so develop a criteria for themselves with respect to what is "good" work. Students are also able to look critically at their own work and identify areas in which to set goals for future progress. |
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Student Portfolios
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"The whole is more than the sum of the parts."
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Best Practices: Pieces of the Puzzle Copyright 2003 Regina Public Schools and Saskatchewan Learning |
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