The teacher’s role in

portfolio assessment
Gabriel Castro Sarmiento
EING4045-0U1
Dr. Elizabeth Torres
Introduction

• The following presentation discuss Jodi Chancer’s article: “The Teacher’s Role in Portfolio Assessment”. Ms.
Chancer talks about classroom practices that she has used in her classroom for students in grades 4th to
6th Grade.
• This research was conducted in two different schools in California and none of the classes have a
dominant second-language group.
The Portfolio as an evaluation tool

• Provides for differentiated instruction for every single student.

• Allows children to develop critical thinking skills and are also able to reflect on the work they choose to
share with their classroom communities and teachers.
• Students can take charge in their own learning experiences.
• The teacher becomes a guide, observer and companion during the writing portfolio experience.
Purposeful play
• Portfolios encourage students to reflect
during each step of the development
process.
• Through the assigned tasks and writing
prompts, students demonstrate their writing
skills as they progress through each
activity such as point of view, use of
figurative language and other writing skills
that are important for every grade level.
• As they progress, students begin to improve
their writing skills, story telling, and they feel
more confident in voicing their opinion and
recognize their potential.
Mini-Lessons

• Mini-lessons is a strategy used by Chancer to provide a creative and effective way to teach writing
skills in her classroom.
• Usually, a mini-lesson begins with a literature piece, an excerpt from a book, poetry, dialogues from
comics or any other type of text.
• It is important that before the mini-lesson, teachers consider what type of text they want their students
to read for them to provide their opinions and feedback about what they understood from a particular
passage,
• These lessons provide students with a different approach for listening, developing attention spams and
learning about reading with the use of everyday text with social interaction.
Fluency

• Fluency is key for students to be able to write prompts, ideas and opinions. It is important to diagnose
what type of writing students feel more comfortable in.
• Before beginning to write, some students will use prewriting techniques like a cluster or an outline to
organize their ideas in a more concise way.
• Students will have their own techniques for writing. Some of them are more comfortable writing directly
on the computer anywhere while other students might need to go to a specific place to feel inspired to
begin writing.
Reflection on writing

• Teachers provide a space where students and the teacher can discuss their students work.
• During these conferences, both the teacher and the student review the writing material, but the student
is the one to make the primary selection of the work that should be included.
• The reflective process allows the students to see how they have improved but it also demonstrates to
the teacher how much the student has improved since the beginning of the school year or throughout
the years (depends on how the portfolio is used in every school).
• Teachers may model an example with their own writing.
The Introductory letter
● Share with your students an example of how
the letter should sound like, who it needs to
be addressed to, and what information it
should cover.
● Discuss how portfolios are used in various
workplace scenarios and how they allow
showcasing their progress as they develop
their work.
The Finale
• Meet with the student to discuss their work,
see what they have done, and discuss the
work that won't be included in the portfolio's
final section.
• At the end of the year, teachers will choose
work that shows their improvement during
the school year.
• Remember, a portfolio assessment is not
done in one day or a few weeks. It takes
time to develop and to perfect.