An electronic version of a face-to-face class (an online class).
A folio to carry your cash or credit cards.
The best of your travel films.
An electronic collection of materials for a specific purpose.
None of the above.
Finding a new job.
Documenting your scholarly research.
Highlighting your latest creations from your ceramics class.
Connecting your teaching philosophy to learner outcomes.
All of the above.
Your teaching philosophy
Written evaluations from your students
Audio recordings of teaching evaluations completed by your school principal or college department chair.
A list of courses taught and their associated lesson plans.
All of the above.
Through the creation of a product portfolio that shows learners final achievements in a class or program.
Collecting the work of all students in a class and dividing their materials based on low, middle, and high achievement.
Chronologically by highlighting learner's progress throughout a class or program.
Dividing the learner's work by course objectives and teaching styles.
Any of the above might fit your needs when organizing a teaching portfolio.
The goal and purpose of the portfolio
The characteristics of the student evaluated
The length of the portfolio
None of the above
Playing the piano
Completing a multiple-choice test
Solving a practical math problem
All of the above are examples
The student is usually involved in selecting material to be included
It samples tasks regularly performed in a natural context
Raw data and summary data are usually included
All of the above are true.
What goes in it?
How and when are the entries selected?
What should it look like?
How is the portfolio evaluated?
Increase the validity of a rubric
Increase the reliability of a rubric
Increase the length of a rubric
Increase the number of criteria of a rubric
Students did not assemble their portfolios clearly
Students were quite adept at assembling their portfolios
Students used technology in their projects
Students were not involved in assessing their portfolios