The why: Reflection & Communication of Learning

The world has changed. Teaching has changed. Assessment has changed. How do we collect and provide evidence of learning in a culture of innovation? “Portfolios provide a comprehensive picture of a student’s accomplishments in a way that cannot be captured by tests alone.” ! Portfolios may include a variety of non-traditional artifacts (video, links, blogs, photos, presentations, etc.) that correspond to a learner’s abilities and aptitudes. They are open-ended in nature and can be adapted to each learner’s needs. By giving students choice as to what they select for the portfolio, reflecting on it and identifying the next steps, we are developing students’ ability to take responsibility and ownership for their learning. “Portfolios have the ability to build ownership, pride, and student confidence in their ability as learners." Portfolios can be a starting point for conversations in a Three-Way Conference and may be used as a collaborative tool between teachers, students, and parents as they discuss, revisit and reset goals. They also are used as a formative assessment tool for teachers to guide instructional decision-making, either for an individual, small groups, or for the class as a whole. Portfolios may also increase a caregiver's involvement in their child’s learning and allow them to see their child’s development over time through this direct evidence of learning. 

RVS Portfolio Practice Guide