Chapter+11


 * Date: || 7/4/12 || Title of Selection: || Decision form ||

Select the kind of portfolio best suited to your context. Determine the learning targets that will be the focus of the portfolio. Engage students in selecting artifacts to include. Prepare students to annotate entries and reflect on the portfolio contents. Plan for sharing options. Manage the process and minimize the mess. ||
 * Learning target(s) this selection addresses:


 * What this selection illustrates about my learning/why I chose this selection: This activity helped me think about the intention of the use of portfolios in my classroom. I, personally, used my portfolio for celebration. It includes accomplishments (how to used the web to complete a variety of activities) and achievements. The completion of this web-based class is HUGE for me! I have been in the teaching field for a LONG time and am learning how to use technology as I go. This was not an easy feat for me! So, I decided that my samples would be things I was most proud of completing. I like that this particular type of portfolio is open-ended.**
 * For my students, I would definitely use the achievement or competence portfolios. The reason is that these are more geared toward collecting samples that demonstrate the level of achievement or competence for each learning target addressed.**


 * What kind of portfolio will you keep? || My portfolio is going to be a celebration portfolio where I decide what accomplishments or achievements I am most proud of and want to display. ||
 * What learning targets will your portfolio illustrate? || The learning target will directly come from each of the twelve chapters in the book. They will reflect knowledge acquired from the following: 1. Classroom assessment: every student a learner 2. Clear purpose assessment for and of learning 3. Clear targets 4. Sound design 5. Selected response assessment 6. Written response assessment 7. Performance assessment 8. Personal communication in classroom assessment 9. Record keeping: tracking student learning 10. Converting summative assessment information into grades 11. Portfolios 12. Conferences about and with students ||
 * What artifacts will you include? || Artifacts will come from a variety of activities offered with each chapter that reflect new learning from the chapters or sum up the chapter. Some of the artifacts are: a poem, a power point, written activities, a developed rubric, checklists, etc. ||
 * What type of annotations will you make on each piece? || Annotations will take the form of statements of the learning target each artifact represents, along with an explanation of how this artifact demonstrates achievement. They may also consist of my self-assessment against established criteria. ||
 * What form will your reflection on the portfolio as a whole take? || It will portray specific, intentional learning. It will be a “story” about what I have learned in this class. ||
 * How will you share your portfolio? With whom? When? || My audience will include my teacher, the other students in this class, and me. ||