Framework
for the Portfolio Development Process
(Based on Danielson & Abrutyn, 1997)
Collection
The
collection process is the primary activity of a working
portfolio.
The best advice is, “Don’t save everything! (But
save
enough to be able to demonstrate achievement of the
specific standards
or goals.)” The portfolio’s purpose, audience,
and future
use of the artifacts will determine what is collected at
this stage.
Selection
Here,
the portfolio developer examines what has been collected
to decide
what should be moved to a more permanent assessment or
display portfolio.
The selection criteria should reflect the learning
objectives that
the portfolio is demonstrating.
Reflection
In
this stage, portfolio developers articulate their thinking
about
each piece in their portfolio. Through this process of
reflection,
we become increasingly aware of ourselves as learners. For
the novice
or young learner, it may be appropriate to use reflective
prompts,
or open-ended questions to guide the reflections. It is
recommended
to include reflections on every piece plus an overall
reflection
on the entire portfolio.
Projection
(or, I prefer, Direction)
Here,
the portfolio developers, review their reflections on
their learning,
taking the opportunity to look ahead and set goals for the
future.
At this stage, portfolio developers should see patterns in
their
work and use these observations to help identify goals for
future
learning. This is the stage where portfolio development
becomes
professional development.
Connection
I
have added the connection stage to the ASCD model, since
this can
become a powerful motivator for long-term development. In
this stage,
the portfolio is presented to the appropriate audience and
discussed
in meaningful conversation about teaching and/or learning.
(This
stage may occur before or after the projection stage.)
Often, appropriate
“public” commitments to learning goals can
encourage collaboration
and commitment to professional development and lifelong
learning.
Also, the feedback received in this stage can lead to
further goal-setting.
Another
Model
In
another model, Robin Fogarty, Kay Burke, and Susan Belgrad
(Burke,
1996; Burke, Fogarty, & Belgrad, 1994) identified 10
options
for portfolio development:
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1.
Project purposes and uses
2.
Collect and organize
3.
Select valued artifacts
4.
Interject personality
5.
Reflect metacognitively
6.
Inspect and self-assess goals
7.
Perfect, evaluate, and grade (if you must)
8.
Connect and conference
9.
Inject and Eject to update
10.
Respect accomplishments and show pride
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Figure 1. Portfolio development
options.
References
Burke,
K., Fogarty, R., & Belgrad, S. (1994). The mindful
school:
The portfolio connection. Arlington Heights, IL:
IRI/Skylight
Training & Publishing.
Danielson,
C., & Abrutyn, L. (1997) An introduction to using
portfolios
in the classroom. Alexandria, VA: Association for
Supervision
and Curriculum Development.
Fogarty,
R. (Ed.). (1996) Student portfolios: A collection of
articles.
Arlington Heights, IL: IRI/Skylight Training &
Publishing.
Back
to “Create Your Own Electronic Portfolio”
Back
to the online supplement
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Helen Barrett (afhcb@uaa.alaska.edu)
has been involved in educational technology and
staff development
in Alaska for the past 17 years. She currently
coordinates
educational technology for the School of Education
and advises
the New Media Center at the University of Alaska
Anchorage.
You can contact her at 907.786.4423 or visit the
internationally
known Electronic Portfolio Web site (http://transition.alaska.edu/www/portfolios.html).
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Copyright © 2000, ISTE (International
Society for Technology in Education).
All rights reserved.
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