1. From the Wysocki piece-
Have you ever had to analyze the visual aspects of a written page the way Wysocki does by examining different fonts and sizes? Also, do you see a value in teaching about the visual parts of something textual as another way to understand the social circumstances that surround what makes a text look the way it does?
2. In the "Portfolio Program in Press" section of the Yancey piece, a series of questions is asked about portfolios, and Yancey suggests that as the portfolio pedagogy progresses, those questions should continually be asked to ensure portfolios are helping students write.
"Do portfolios as currently conceptualized
and defined foster development in writing? Do they help students
become (better) writers? What attitudes toward writing do they engender?
Are the portfolio contents appropriate, given the aims of the
curriculum? Are students given enough authority in selecting the contents
of the final portfolio? Are they given enough help in doing so?
Are students prepared to assume responsibility for their own writing?"
So, do you share this view of portfolios in the classroom as an ever-changing tool that is always going to be shifting and evolving? Or is there a certain standard or version of portfolio that you imagine you will default to as a teacher?
Hi KK,
ReplyDeleteI think a porfolio evaluation would be chancing according to the circumstance as other assignments do. Teachers often readjust their assignments and evaluation system to fit to their students. Even so, the essential part of portfolios would remain; students will collect their works together and expect them to be assessed holistically and relatively.