Collection

The Collection phase of the portfolio process is concerned with amassing the artifacts associated with schoolwork the student does both at school and at home. This is nothing new to teachers. In an elementary classroom and a secondary Language Arts classroom, this would entail having the students read, write, speak and complete project work, book reports and so on. The collection is the gathering of examples of student work which can be collected digitally or kept in a classroom binder.

Students should be reminded to date all work. This is key for the portfolio as you will want to note any progress that has occurred over time; not to mention, a good organization strategy!

Student-Centered Collection:

• create an environment where students write, write, write, read, read, read, solve problems, experiment, take photographs, make charts, ask questions;
• through usual lessons introduce concepts needed for writing process, peer editing, revising, problem solving, conducting an experiment etc.;
• introduce concept of quality work, ask students the simple question:
  
  

  What do you think quality writing or math work or a science experiment is?

• Brainstorm on the board, ask the class to take notes.
  *This is an important activity as you will see later in the Reflection stage of portfolio work.

Tips:

• developing a common vocabulary for quality work enhances the work that students produce:
• displaying a poster of skills or evidence of quality writing or other type of work, as elicited in the above brainstorm, is a good reference for students;
• asking students to peer edit without establishing a process in your class usually produces poor results;
• a peer editing sheet is usually very helpful;
• sometimes, certain pieces of writing need not go beyond the first draft phase, when students are ready for the next step:
• In the Selection phase is where further revision and editing can take place, if necessary.