Page 23 - SBA Handbook 2020 - FINAL

The role of the Teacher in Portfolio Assessment

1. Work with the student to ensure the portfolio entries such as samples of the student’s
work, teacher’s observations, student’s reflections and records from conferences held
with the student are an accurate representation of the work done by the student.

2. Develop guidelines for selecting the content for the portfolio.

3. Develop assessment rubric-criteria for judging the quality of the portfolio (in keeping with
the guidelines provided in the syllabuses).

4. Hold formal and informal conferences with the student to review work and discuss
progress.

5. Encourage reflection on the process.

Please Note:

1. Portfolios must be longitudinal in nature to measure student
achievement over time.

2. Student work should be created in response to specific learning
outcomes that have been communicated to them.

3. Portfolios must focus on authentic activities that are meaningful

to the students.

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