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Student Portfolio Basics



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Getting Started with Student Portfolios: Introduction

Why Portfolios are the Perfect Summative Assessment 4:18

Choosing the Best Portfolio Option for You

Choosing a Physical Portfolio 4:56

Building a Digital Portfolio 5:53

The Perfect Setup for Photographing Your Artwork 1:10

Using Checklists to Streamline Organization

Portfolio Reflection Checklist 3:54

Reviewing Advanced Portfolios 3:19

Utilizing Self-Reflections

Higher Order Thinking Skills in the Reflection Process 1:29

Student Reflection on Artistic Behaviors 2:25

Meaningful and Efficient Assessment

Leveraging Parent Involvement for Assessment 3:10

One-on-One Conferencing with Your Students 2:28

Moving Forward with Portfolio Use in Your Art Room

4 Keys to Success with Student Portfolios 2:50

Unlock Certificate: 5 Questions


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Student Portfolio Basics

2 PD Hours

  • 1 Learn the best ways to organize and assemble student portfolios

  • 2 See how to use portfolio reviews, critiques, and reflections to guide student learning

  • 3 Immediately add techniques for assessment and review to your teaching repertoire

Did you know that portfolios can (and should) be used by every art student you teach? Portfolios are not just a place to store work. They are the perfect tool for summative assessments and a great way to guide student reflections, critiques, and learning processes. In this Learning Pack, learn how to help your students collect their best work and turn it into a thorough, relevant learning experience that captures their growth as a student artist.

Connected K-12 Art Educator Framework Competencies

3. Assessment Design
A. Designs student assessments aligned to learning targets/goals
B. Develops various assessment strategies for classroom use
C. Analyzes qualitative and quantitative student assessment data to gauge mastery
D. Analyzes qualitative and quantitative student assessment data to guide learning and instruction

4. Assessment Implementation
A. Monitors student learning and adjusts instruction as needed
B. Supports student reflection on learning through peer feedback and self-assessment
C. Design and deliver ongoing, timely feedback to students

Timothy Bogatz

Timothy Bogatz

Content & Art Ed NOW Manager and PRO Facilitator

Tim is the Content & Art Ed NOW Manager for the Art of Education University, and previously worked as an AOEU writer and graduate instructor. Before working for AOEU, Tim taught high school art for 14 years in Omaha, Nebraska. As a teacher, he focused on creativity, problem solving, and higher order thinking skills, using drawing, painting, photography, sculpture, ceramics, and whatever other materials might be available.


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