Most of the time, school performance is not like performance in other arenas. In music, we want people to play something for us. In sports, we want people to show us our skills. Performance in school is filtered through test scores and letter grades. When we ask students how they are doing in reading, we do not expect them to actually read to us or share their thoughts on a recent books they have finished. We expect to learn them to tell us a reading level or point to wherever they are on a rubric. But what does that mean? Have we lost sight of the actual value of the things we are attempting to measure and quantify? What if we looked at school work the way we attend practices, games, and recitals?
In Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment
(Theory and Practice, 2014), Matt Renwick
, outlines the rationale for portfolio work in the twenty first century, including how portfolios can motivate and empower students, provide evidence for report cards and school conferences, guide the instruction of teachers, and share school language with families. Renwick joins New Books in Education
for the Interview. You can find more information about his work on his blog
. To share your thoughts on the podcast, you can connect with him on Twitter at @ReadByExample
Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at firstname.lastname@example.org or on Twitter @tsmattea.