What is a portfolio?
As students embark on the adventure of learning in the classroom environment today, teachers contend with technology in all its forms. How can we infuse technology into our lessons to optimize student learning? How can this technology showcase and chronologize student work over a period of time to demonstrate growth and mastery over the standards and the progress they make throughout a course or series of courses? Students are using technology at a rate that is unprecedented by generations past. Although students are proficient at using technology such as social media, they are challenged in other areas such as using the internet or personal devices as a tool for production. Powerful pedagogy not only advances student knowledge about a particular subject, it also encourages students to continually advance their own knowledge. In addition, powerful pedagogy recognizes the skills and experience that students bring to the learning table. Involving students in creating, collecting, assessing and sharing all the hard work they do everyday in the classroom gives students and teachers a way to share their learning amongst themselves and with the world.
How will we use them in Spanish class?
In Spanish I, II and IV each student ALL SPANISH CLASSES AT WGHS will create an eFolio. The eFolio will be 20% of the students grade. The purpose of the eFolio is for students to demonstrate to their teachers (and themselves) that they have mastered the standards/competencies set by the state of Georgia and the American Council for Teaching Foreign Languages (which is the national association that sets standards for foreign language teachers and learners and coordinates with international foreign language teaching associations).
Each student will collect work that they do in class to build their portfolio. They then take this work, improve on it according to meaningful feedback from their teacher, and improve it to the best of their ability. After the student is confident that their work shows what they know, they add it to their portfolio collection for final viewing and grading from the teacher.
Each student will collect work that they do in class to build their portfolio. They then take this work, improve on it according to meaningful feedback from their teacher, and improve it to the best of their ability. After the student is confident that their work shows what they know, they add it to their portfolio collection for final viewing and grading from the teacher.
Grading
As previously mentioned, the portfolio is worth 20% of a student's overall average in Spanish class. This is how the grade will be calculated:
Artifacts
There are 20 standards/can do statements. Each standard/can do statement needs to have a minimum of 1 artifact to show the teacher you have mastered what it asks. Each standard/can do statement/artifact is worth 4 points.
The artifacts/can do statement/standard will be graded on a 4 point scale as described below:
4.0: In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
3.5: In addition to Score 3.0 performance, the student demonstrates partial success at inferences and applications that go beyond what was taught.
3.0: There are no major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.
2.5: There are no major errors or omissions regarding the simpler details and processes, and partial knowledge of the more complex ideas and processes.
2.0: There are no major errors or omissions regarding the simpler details and processes, but there are major errors or omissions regarding the more complex ideas and processes.
1.5: The student on their own demonstrates partial knowledge of the simpler details and processes, but there are major errors or omissions regarding more complex ideas and processes.
1.0: With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5: With help, the student demonstrates a partial understanding of some of the simpler details and processes, but not the more complex ideas or processes. Student is incomprehensible to listener/reader.
0.0: Even with help, the student demonstrates no understanding or skill of topic, OR student did not turn in the assessment.
The student will be able to select which artifact they use to demonstrate mastery of which standard/can do statement. They can either CREATE a brand new artifact to demonstrate mastery or they can use something they have graded in class THAT WAS PREVIOUSLY GRADED ON THE 4 POINT SCALE. TO USE A CLASS ARTIFACT, THEY MUST HAVE RECEIVED A 3 OR BELOW THE FIRST TIME IT WAS GRADED IN CLASS ON THE 3 POINT SCALE.
So-20 artifacts (one for each standard/can do statement) x 4 = 80.
Design
The other 20 points will come from the design and fluidity of your eFolio. Everyone is going to use Weebly to generate your eFolio. You will get a project grade in the first Unit for designing your eFolio. You will get a final grade at the end of the semester (so the design will be graded twice-once for a 1st unit project grade and then again for the end product which will equal the other 20 points of your overall eFolio grade). The following rubric will be used to grade the design of your eFolio.
Artifacts
There are 20 standards/can do statements. Each standard/can do statement needs to have a minimum of 1 artifact to show the teacher you have mastered what it asks. Each standard/can do statement/artifact is worth 4 points.
The artifacts/can do statement/standard will be graded on a 4 point scale as described below:
4.0: In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
3.5: In addition to Score 3.0 performance, the student demonstrates partial success at inferences and applications that go beyond what was taught.
3.0: There are no major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.
2.5: There are no major errors or omissions regarding the simpler details and processes, and partial knowledge of the more complex ideas and processes.
2.0: There are no major errors or omissions regarding the simpler details and processes, but there are major errors or omissions regarding the more complex ideas and processes.
1.5: The student on their own demonstrates partial knowledge of the simpler details and processes, but there are major errors or omissions regarding more complex ideas and processes.
1.0: With help, the student demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5: With help, the student demonstrates a partial understanding of some of the simpler details and processes, but not the more complex ideas or processes. Student is incomprehensible to listener/reader.
0.0: Even with help, the student demonstrates no understanding or skill of topic, OR student did not turn in the assessment.
The student will be able to select which artifact they use to demonstrate mastery of which standard/can do statement. They can either CREATE a brand new artifact to demonstrate mastery or they can use something they have graded in class THAT WAS PREVIOUSLY GRADED ON THE 4 POINT SCALE. TO USE A CLASS ARTIFACT, THEY MUST HAVE RECEIVED A 3 OR BELOW THE FIRST TIME IT WAS GRADED IN CLASS ON THE 3 POINT SCALE.
So-20 artifacts (one for each standard/can do statement) x 4 = 80.
Design
The other 20 points will come from the design and fluidity of your eFolio. Everyone is going to use Weebly to generate your eFolio. You will get a project grade in the first Unit for designing your eFolio. You will get a final grade at the end of the semester (so the design will be graded twice-once for a 1st unit project grade and then again for the end product which will equal the other 20 points of your overall eFolio grade). The following rubric will be used to grade the design of your eFolio.
DOWNLOADABLE LIST OF ACTFL CAN DO STATEMENTS
actflcan-do_statements.pdf | |
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