see also Assessment & Reporting
The portfolio is one of many tools useful and valuable in the planning, monitoring, assessment and reporting cycle. It is one component of assessment practice. It paints a picture of the whole student as a life long learner. Our school portfolio policy is underpinned by our school Mission Statement. As a consequence of our beliefs and Mission Statement the following elements support St Eugene portfolio development.
Portfolios are USEFUL as a TOOL for goal setting, reflection, planning and sharing.
Portfolio development is a PROCESS rather than an end product- of collecting and selecting and reflecting on learning.
A VARIETY OF LEARNING STYLES is supported through inclusion of entries that represent the multiple intelligences of students.
COLLECTION includes student/teacher/parent participation.
SELECTION involves a variety of assessment techniques (observation, consultation, focussed analysis, self and peer assessment) and a range of recording tools (eg annotated work samples, anecdotal notes, checklists, rubrics, criteria sheets, reflective writing, photographs, audio, running records) in a variety of situations over varying periods of time.
SHARING of portfolios would be on a regular basis throughout the year as the folio is sent home for discussion and comments/feedback invited and encouraged. A three-way conference situation with teacher/student and parents also provides an opportunity for engaging students in meaningful reflection, inquiry and discussion about their own learning and promotes goal setting and communication.
STORAGE is flexible - it may be a display folder, hanging file, container, digital format.
CONTENT is not prescriptive but is a body of work that represents the child, builds self-esteem and self acceptance and provides a sense of accomplishment and pride.
At St Eugene School, the student portfolio is intended as a valuable resource in providing teachers and parents with knowledge, understanding and insights into their students and allowing students to develop responsibility for their own learning.