RETA WORKSHOP RESOURCES:

Digital Portfolios

Created by:

Marjorie Sharp
Margaret Hoskins
Smith Frederick
Fred Lackey
KD D’Port

Julia Parra

SSharon Dogruel

DIGITAL PORTFOLIO

CD GUIDE

This CD contains examples of middle school students' projects that would be included in an electronic portfolio. Please take the time to preview these materials to select which would be most appropriate for you to use in your presentations.

You will need Power Point loaded on your computer as well as Microsoft Word. If you are using Apple machines, make sure these applications are open. There are 6 folders located on the CD. Below is a list of the folders and materials that are included in each.

I. PERSON: which contains 10 items. These items are student's letters of class evaluation.

  1. #1.Doc – Emily’s letter
  2. #2.Doc – Ross’s letter
  3. #3.Doc – Brandon’s letter
  4. #4.Doc – Andrew’s letter
  5. #5.Doc – Ryan’s letter – great use of graphics
  6. #6.Doc – Pascale’s letter
  7. #7.Doc – Alison’s letter
  8. #8.Doc – David ‘s letter
  9. #9.Doc – Anne’s letter
  10. Project.doc – Shakespeare project

II. PROFESS: contains a PowerPoint presentation.

  1. HOWTOW~1.PPT
  1. Power Point presentation Daddy, There’s a Hippo in the Grapes.
  2. Presentation on Kenyan cultural heritage

III.RUBRIC

  1. HOLOCA~1.Doc
  1. Rubric for Holocaust presentations

IV. STUDENT 1

  1. HOLOCA~2 – this includes examples of student projects from their Holocaust unit of study.
  1. Danger~2.PPT – Danger Found Here
  2. Holoca~1.PPT – Robbie’s Holocaust presentation
  3. Holocaust

4. The Hol~2.PPT – poem, Auschwitz

5. The Hor~2.PPT – The Horrors of Auschwitz

  1. Wemust~1.PPT – We Must Remember
  2. AFTERD~2.PPT – After Dark (Your Guide to the Horrific Events of the Holocaust)

V. STUDENT 2 – examples of student projects on computer literacy

  1. Comput~1.PPT – Computer literacy Power Point presentation
  2. CoverP~1.PPT – Computer cookbook cover
  3. E-Mail.PPt – e-mail presentation
  4. E-Mail~1.DOC – E-mail permission form
  5. HOWTOB~1.PPT – Net Browsing
  6. HOWTOE ~1.PPT – How to send E-Mail
  7. HOWTOI ~1.PPT – Screen Savers
  8. HOWTOI~2.PPT – Wallpaper
  9. HOWTOP~1.PPT – Printing
  10. HOWTOS~1.PPT – How to Save Documents
  11. HOWTOS~2.PPT – Scanning in Adobe PhotoShop 4.0
  12. HOWTOU~2.PPT – Using Microsoft PowerPoint
  13. IDIOTS~1.PPT – Idiots Guide to Essays
  14. ISTNA~1.PPT – Instant Message
  15. OPENIN~1.PPT – Opening Files
  16. UNFREE~2.PPT – Unfreezing a Frozen Computer
  17. CLIPART.PPT – Inserting Clip Art

VI. E-MAIL

  1. E-Mail~1.PPT – Same presentation as V. C
  2. E-Mail~1.Doc – Same presentation as V. D

ELEMENTARY STUDENT PORTFOLIO

Teacher Notes:

  • The sample student portfolio is set up in a folder format, where students choose and save their best work samples. The folders are set up with heading titles to correspond with NM State Standards and Benchmark content subject areas. This is by no means a comprehensive list of every standard or benchmark that may be addressed, but depends on teacher interpretation of the student lessons and assignments within each individual classroom.
  • Sample work may address the following Standards at the K-4 Benchmark level:

Art Standards

1)Students will learn and develop the essential skills and technical demands unique to dance, music, theatre/drama, and visual arts.

Benchmarks: Students will participate in the process of making art to understand the elements of art line, shape, form, color and texture. Students will use materials and tools in a safe and responsible manner.

2) Students will use dance, music, theatre/drama, and visual arts to express ideas.

Benchmarks: Students will use art to interpret personal ideas, feelings, and experiences through visual form.

3) Students will demonstrate knowledge about how technology and invention have historically influenced artists and offered new possibilities for expression.

Benchmarks: Students will use various technologies to create works of art.

Language Arts Standards

1) Students will understand and use Language Arts for communication

Benchmarks: Students will acquire, develop and use vocabulary and linguistic skills to communicate

effectively.

2) Students will understand and use Language Arts as a learning tool

Benchmarks:

Students will use Language Arts skills and knowledge in all curriculum areas.

Students will use language skills in daily life.

Students will acquire critical thinking skills in listening, speaking, reading, and writing.

5) Students will speak clearly and write effectively for a variety of audiences and purposes.

Benchmarks:

Students will develop a range of writing skills by writing on a regular basis.

Students will express facts, ideas, and opinions in a variety of settings.

Students will recognize different use of language and vocabulary.

Students will participate in drama, music, poems, and stories.

Students will use knowledge of culture and home language to speak and write across the curriculum.

6) Students will speak and write clearly, effectively, and correctly.

Benchmarks:

Students will speak at the developmentally appropriate level using correct voice and body language.

Students will use commonly accepted rules of spoken and written language, including grammar and spelling.

7) Students will respond personally, analytically, and critically to written and spoken language and other media.

Benchmarks:

Students will read and react to a wide variety of print and non-print materials in order to build understanding of content, self, and the cultures of the United States and the world.

Students will acquire media literacy knowledge and skills.

8) Students will appreciate and respect their own language, culture, and literature, and will learn about the languages, cultures, and literature of others.

Benchmarks:

Students will share responses with peers to oral and written materials.

9) Students will use state-of-the-art computer and other technology to gather, use and synthesize information, and to create and communicate knowledge.

Benchmarks:

Students will use available technology to locate information

Students will use appropriate software and computer skills to support writing and communication.

Math Standards

1) Students will understand and use Mathematics in Problem Solving

Benchmarks:

Students will use manipulatives, calculators, computers, and other tools as appropriate in order to strengthen mathematical thinking, understanding, and power to build upon foundational concepts.

2) Students will understand and use Mathematical in Communication.

Benchmarks:

Students will use a variety of media and methods to communicate mathematical concepts, thoughts, and problem solutions including charts, slides, graphs, maps, drawings, pictures, sound recordings, video, e-mail, and others.

Students will explore mathematical ideas through the use of learning tools such as manipulatives, calculators, and computers.

4) Students will understand and use Mathematical Connections

Benchmarks:

Students will use mathematics in other curriculum areas.

10) Students will understand ands use statistics

Benchmarks:

Students will collect, organize, and describe data.

Students will construct displays of data such as graphs, tables, and charts.

Students will formulate and solve problems that involve collecting and analyzing data.

12) Students will understand and use patterns and functions.

Benchmarks:

Students will recognize, describe, extend, and create a wide variety of patterns.

Students will represent relationships with tables and graphs.

Science Standards

5) Students will acquire the abilities to do scientific inquiry.

Benchmarks:

Students will describe the scientific method.

Students will describe and use simple equipment, tools, techniques, and a variety of information sources to gather data and extend the senses.

Social Studies Standards

1) Students will use knowledge and cultural understanding to explain how the world’s people cope with ever-changing conditions, examine issues from multiple perspectives, and respond to individual and cultural diversity.

Benchmarks:

Students will identify communities with respect to people, cultures, events, problems, and ideas that created the history of New Mexico.

Students will recognize that the world is made up of many people, and their histories have similarities and differences from the student’s own.

3) Students will know, understand and apply the language, tools, and skills or social studies.

Benchmarks:

Students will gather information from diverse sources by reading, listening, observing, and questioning for social studies concepts.

Students will participate in school projects to benefit the school community.

4) Students will know and understand the ways in which human beings view themselves and others over time.

Benchmarks:

Students will use various sources such as documents, letters, diaries, maps, textbooks, photos, petroglyphs and oral histories to understand the past.

11) Students will know and understand the diverse, dynamic, and ever-changing nature of culture.

Benchmarks:

Students will explore how people and their physical environments interact.

Students will demonstrate an appreciation for and respect of diverse cultures.

14) Students will know and understand the role of global connections and interdependence between and among individuals, groups, societies, and nations.

Benchmarks:

Students will use art, music, language, technology, and other cultural elements to connect with individuals and societies.

DIGITAL PORTFOLIO WORKSHOP AGENDA

Participant's Agenda

8:30 – 9:30 Introduction Activity & Records Keeping

9:30 – 10:00 Activity : Define Digital Portfolio

10:00 – 10:15 Break

10:15 – 10:45 Discussion of assessment and assessment tools

10:45 – 12:00 Digital Portfolio demonstrations and discussion

12:00 - 1:00 Lunch

1:00 - 1:30 Implementation discussion

1:30 -- 3:30 Resource Centers Activities

3:30 - 4:00 Closing, Bridge to Practice

PRESENTATION ASSESSMENT

NAME:

Use this assessment to score the components of each of your products. Add additional components if they are applicable and useful. The goal is to have the information from this tool assist you in the development of your portfolio and increase your understanding of quality portfolios and how they can be used for meaningful assessment. Products and performances are the results of the learning and teaching activities. They often address a thinking or learning process, including problem solving or hypothesis testing as well as speaking, writing, graphic presentations, and other forms of communication. Products and performances to be scored can be developed collaboratively and a variety of assessment tools and methods should be used. Standards based curriculum and assessment consists of instructional designs that include a focus and alignment with school and district curriculum, meaningful units of study, significant learning and teaching activities, rich products and performances and assessments that offer information that is useful for stimulating and generating new learning.

Orienting questions

I. Is the language (oral/audio/text) clear?

1
others don’t understand it / 2
others have some confusion / 3
others get it / 4
others feel they can explain it

II. Do the images convey the meaning intended?

1
others don’t understand the image / 2
others have some confusion about the image / 3
others understand the image / 4
others feel they could describe the image

III. Do the products and performances provide evidence for thedesired learning?
(includes standards and benchmarks)

1
Products and performances are selected with standards considered after the fact, if at all. / 2
Products and performances are related to standards but do not supply necessary and sufficient evidence to
assess attainment of the standards. / 3
Products and performances are selected or designed to provide necessary and sufficient progress toward specified standards. / 4
Products and performances are planned to provide a cumulative record of evidence of attainment of standards over time.

PRESENTATION ASSESSMENT

NAME:

Use this assessment to score the components of each of the presenter’s products. Please circle the number of the area you best feels answers the question. This assessment is to be turned into the presenter immediately upon completion of their presentation. The presenter can then use these pieces as a part of the total assessment of their project.

I. Is the language (oral/audio/text) clear?

1
others don’t understand it / 2
others have some confusion. / 3
others get it / 4
others feel they can explain it

II. Do the images convey the meaning intended?

1
others don’t understand the image / 2
others have some confusion about the image / 3
others understand the image / 4
others feel they could describe the image

III. Do the products and performances provide evidence for thedesired learning? (includes standards and benchmarks)

1
Products and performances are selected with standards considered after the fact, if at all. / 2
Products and performances are related to standards but do not supply necessary and sufficient evidence to assess attainment of the standards. / 3
Products and performances are selected or designed to provide necessary and sufficient progress toward specified standards. / 4
Products and performances are planned to provide a cumulative record of evidence of attainment of standards over time.

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