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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
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
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 Professional Art Educator Competencies
2.4 Monitors and tracks students’ learning
2.5 Designs student assessments aligned to learning goals
2.6 Makes use of summative assessment for evidence of learning
Connected National Visual Arts Standards
Anchor Standard #7: Perceive and analyze artistic work.
Anchor Standard #8: Interpret intent and meaning in artistic work.
Anchor Standard #9: Apply criteria to evaluate artistic work.
Events Director and PRO Facilitator
Tim is the Events Director for the Art of Ed, and previously worked as an AOE writer and graduate instructor. Before working for AOE, 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.