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(For more information on the role of administrators and policymakers in the success of portfolio programs, refer to the next issue of CONSUMER GUIDE, "Student Portfolios: Administrative Uses," to be published in December 1993.)
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WHAT ARE STUDENT PORTFOLIOS? Portfolios are collections of selected student work representing an array of performance. Beyond this simple definition, student portfolios vary widely in content and purpose and even in who decides what goes into the portfolio.
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A discussion of the use of student portfolios in education, including advantages and disadvantages ... Portfolios are collections of student work representing a selection of products that represent specific student performance. Portfolios in classrooms today are derived from the visual and performing arts tradition in...
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Tomorrow's Professor - Desk-Top Faculty Development, One Hundred Times A Year ... "Student portfolios are an alternative authentic assessment method that invites active student learning and provides an opportunity for instructors to tailor assessment strategies based on student-learning outcomes.";
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Student Portfolios, from the National Education Association's Teacher-to-Teacher Series, edited by Dalheim (1993). In this book, experienced teachers recount their own experiences in studying, field testing, and fully implementing portfolio assessment.
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Portfolios are applicable at all grade levels - most primary level students have a portfolio of work that is shared with parents at conferences and reporting times.
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This page contains links to portfolios of Sessions students and alumni now working in the design industry. If you are a client or employer, contact information for each designer can be found within his or her portfolio site. ... student life...
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The student portfolios are not only showcases used for assessment in the end of the course, they are also a piece of a knowledge structure (semantic network ) that each student builds up.
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Portfolios can consist of a wide variety of materials: teacher notes, teacher-completed checklists, student self- reflections, reading logs, sample journal pages, written summaries, audiotapes of retellings or oral readings, videotapes of group projects, and so forth (Valencia, 1990). All of these items are not used all...
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