An exhibition portfolio is intended to serve as a summative presentation of a student's work. Only "best work" is included in this portfolio, and its intended uses range from teacher assessment to demonstration of meeting program goals to parent and community exhibition or even to entry into advanced level classes or to job placement.
How to implement this system:
1. Determine the audience. Is the portfolio for teacher assessment, community exhibition, or entry into advanced classes?
2. Determine the contents of the portfolio. The portfolio should contain elements that reflect achievement of various learning targets throughout the course of the unit, semester, year, or program. These targets might vary based on the audience, but they should be explicit. Students and teachers can collaborate on these elements, and if the teacher has been exceptionally explicit with learning targets, students will be aware of the learning targets over the course of the unit.
3. Students should collect pieces that they believe show their achievement of the learning target. In order for this to be successful, students must a) understand the learning target and b) be able to determine whether or not their work meets the learning target. Care must be taken to provide clear rubrics and appropriately scaffold self-assessment.
4. Students will engage in self-assessment and reflection. Students should be able to explain why their selected pieces meet the learning targets. The following websites list example questions:
The North Central Regional Educational Laboratory – General Questions
The National Capital Language Resource Center – Questions specifically
designed for second language writing
Maricopa Community Colleges – A general guide for creating exhibition
portfolios with associated reflection questions
5. Package it. This exhibition folder is a chance for students to “show off” their best work. It should be presented in a clean notebook or portfolio with an attractive cover, a table of contents, and an introduction.
6. Exhibit it. Students need to be allowed time to present their portfolios. This could come in the form of a gallery walk, a presentation in front of the class or for the teacher, a panel, or an in an open forum, depending on the target audience. Students should be able to verbally articulate their reasons for selecting pieces, their self-assessments, and their reflections. In essence, they will need to be able to defend their portfolios.
Strengths & Weaknesses:
Strengths:
• Encourages student self-reflection and meta-cognitive analysis
• Allows students to take pride in academic achievement
• Collects students’ best work for display and educational/career advancement
Weaknesses:
• Does not account for student growth and development
• Difficult for students who might not have met certain targets
• Requires administrative time to set up portfolio
• Requires dedication of class-time to scaffolding self-assessment
Examples