Student+Portfolios

Student Portfolios for the 2011-2012 School Year Below you can click on any student's name, arranged by the hour in which they have U.S. History, to view examples of their work and get an overall perception of their progress in U.S. History. For rationale to support our pursuits, click here for an article, called "ePortfolios and Assessment for Learning." What this means for us At the heart of education is a student who takes ownership of their learning and a teacher that fosters opportunities for growth. This class website, created using Wikispaces, allows students not only digital class content, but also publishing rights to pages. With this versatility built into a course, I am able to facilitate for each student a **//online portfolio//** that they can personalize to make their own.

While personalization can begin with a "profile" that features student bios, the purpose of the portfolio is to showcase student academic growth. This growth is charted according to the standards for learning as defined by the High School Content Expectations for U.S. History and Geography (HSCEs). For more information on the portfolio page, visit one.

It is an expectation that visitors to a portfolio see a variety of student work. Assessment should be representative of the individual student. Multiple representations of student assessment means that each assessment piece match student capability and personality with mastery of content; allow designers to be designers, writers be writers, and creativity to be supported by curriculum rather than inhibited by it. For this reason, the students below have chosen their medium for representing their understanding of our curriculum, and their work is linked from that page according to the HSCEs. Assessment should also be an iterative process. What this means is that students learn, process, receive feedback, and revise until satisfactory results are achieved. What is in the portfolio should represent the student's **//best//** effort.