1. Syllabus
2. Schedule
3. Planning
4. Resources

Level 3: Assessment/Showcase Portfolio

ePortfolio as Showcase

Selection/Reflection/Direction (each semester? End of year?)
A Focus on Product & Documentation of Achievement

  • Organized thematically (in web pages or wiki)
  • Why did I choose these pieces? What am I most proud to highlight about my work?
  • What does this work show about my learning?
  • What more can I learn (Direction: Goals for the Future)?
Presentation (annually)

This level of portfolio development requires the student to organize one or more presentation portfolios around a set of learning outcomes, goals or standards (depending on purpose and audience). The presentation portfolio can be developed with a variety of tools. but usually consists of a set of hyperlinked web pages. Some schools may choose to have the students use a web page authoring tool, such as Dreamweaver or iWeb, giving students different options for publishing their websites: locally on the school server, on a CD-Recordable disc, or on a publicly-accessible website (with parent permission). Other schools may choose to use server-based wiki software.

The student reflects on the achievement of specific outcomes, goals or standards, based on guidance provided by the school, hyperlinking to the supporting documents. This level of reflection is more retrospective (thinking back over the learning represented in the specific artifacts selected as evidence of learning. In many ways, this reflection is the students' "closing argument" or their rationale for why they believe these artifacts are clear evidence or their achievement of learning.

In addition to answering the "What?" and "So What?" questions, students should also address the "Now What?" question, or include future learning goals in their presentation portfolios. At the end of the year, a school may organize an opportunity for a formal presentation of the portfolio before a committee or a larger audience.

The teacher's role at this level is not only to provide feedback on the students' work, but also to validate the students' self-assessment of their work.

Updated on Aug 31, 2011 by Helen Barrett (Version 7)