Describing the Number and Type of Portfolio EntriesDescription
Before choosing entries for a graduation portfolio it will be necessary to review the requirements for your diploma system and review the scope of your graduation portfolio. Then consider the type and number of tasks needed to create a graduation portfolio and review your current curriculum for existing appropriate tasks before developing or adopting new ones.
Things to Consider
The collection of entries in a graduation portfolio should represent the school's Expectations for Student Learning and contain evidence of proficiency in the six core areas (ELA, mathematics, science, social studies, the arts, and technology), in applied learning, and in any other area where proficiency is required by the school or district for graduation (i.e. community service). The entries in a student's graduation portfolio must be chosen in collaboration with the student and include tasks from the student's area of special interest.
Remember that the graduation portfolio is one component of your entire assessment system and does not have to show proficiency in all required components. It is up to the district and schools to review the requirements and your specific system and determine what needs to go into the graduation portfolio.
Tools
Types of Portfolio Entries
Study the following description of types of classroom tasks before reviewing your curriculum for existing tasks that might be included in a graduation portfolio. This list will also guide the scope of entries that will be required for a graduation portfolio.
Descriptions of Types of Tasks
The Rhode Island Skills Commission developed this document. It describes tasks designed for different purposes and discusses differences between these tasks in terms of standards, teacher directions, student directions, prompts, and other task characteristics. The document also describes the rigor required of any task that will eventually serve as a valid entry in a student's graduation portfolio.
Criteria for Tasks: What Makes a Good Task?
This document describes the criteria and process that schools should take into consideration as they develop a system for identifying classroom tasks that should included in a student's graduation portfolio. "Portfolio-worthy" tasks should provide evidence of proficiencies required for graduation, be aligned to the GSEs and/or other appropriate standards and be evaluated according to a common standard.
Vignette
The Multiple Uses of Tasks in Coventry High School
The multiple uses of tasks document is an important and effective means in communicating the significance of tasks for our school, parents, and community. In Coventry, tasks have existed through the CIM process but now give us the opportunity to expand the uses of tasks impacting curriculum, instruction, assessment, and student performance. This is especially true in the area of applied learning.
Coventry has provided extensive professional development to our faculty around the multiple uses of tasks. They have been involved in workshops in the development of common tasks, calibration and scoring of tasks, and the development of course specific classroom tasks.
Professional development with our faculty continues with the further development of common tasks and course specific tasks within their departments in preparation for the 2005-2006 school year.
