Calculus 30 portfolios can be an effective way for students, teachers, and parents to observe student progress over a period of time. Because portfolios are purposeful collections of student work, they can serve as the basis for evaluation of student effort, progress, and achievements in Calculus 30. A term-end portfolio, assembled a few weeks before a reporting period, should include samples of a variety of different types of work completed by the student. An end-of-year portfolio can illustrate progress and achievement in a course. Students should understand the criteria for what to include in their portfolios and how to make the selection. Consideration might be given to the following:
· What kind of portfolio will the students compile – exemplary, process, or some combination?
· What period of time will the portfolio cover?
· How will it be evaluated?
· How will it foster student ownership?
· How will it encourage the students to reflect on their work and growth?
A Calculus 30 portfolio can be housed in a three-ring binder or folder, and might include:
· a table of contents
· a statement of the student’s goals or a letter from the student explaining why each item was selected for inclusion
· items that represent the student’s understanding and achievement of the Calculus 30 objectives, chosen by the student in some cases and required by the teacher in others (e.g., a particular assignment, a representative application problem, or a student journal entry describing their understandings of a particular content area)
· a student self-assessment that includes an assessment of the portfolio.
The portfolio product is important but the process of assembling a Calculus 30 portfolio is just as important. It gives students ownership and the overall “big picture” of their progress. Students can also use their portfolios as evidence of their work habits and abilities in interview situations.