I agree with many of the discussions about assessment regarding the final portfolio because I believe that as the writer who is presenting the portfolio, I must take note to who will be viewing it. Obviously the teacher but it’s also possible that another student or anyone from the University could look at it. I believe this is why it is important to make sure you have a clear and unique tone and also a sense of professionalism within the portfolio. Another thing I agreed with in this was how the author was talking about the grading systems and myths about them. I know in the past I have had many teachers tell the class that they have trouble grading between a B plus and an A minus. They can usually tell the difference between the A and the B but it’s the in-between ones that they always admit to us that they have trouble deciding on. Many of them have given out rubrics with scales which they use to help base the grade off of, but I can still understand how it is hard to grade someone on something that is a process. I also liked the idea on what word would you use to describe your portfolio like “growth.” I think this is something that is important to decide on before turning in the final portfolio. We must decide, “Do we want it to be a portfolio that shows how we have grown as a writer or do we want it to show our strengths as a writer?” I think it is also very important that we explain our reasons for why we chose a certain way to lay out our portfolios that way the person reviewing it will understand our reasons for why we chose to do it that way.
I find the author’s discussion of assessment to be true for what I need to do in regard to the final portfolio. I need to convince the reader and evaluator that my portfolio reflects my best work. In addition, I need to apply what I learned in English 101 to my work in my portfolio. I would like to study rhetoric to help me in the communication process. The communication that I have can be in my writing and how I want to get my thoughts across to others. In my portfolio, I need to make sure that everything that is supposed to be in it is fully completed. The things that the teacher is looking for are things that are of high importance for me to include. Some of the author’s thoughts on assessment are thoughts that I have never spent a lot of time on. I now know that I need to think about my targeted audience. For my targeted audience, I need a clear organization system. The writings, artifacts, and the portfolio itself must be organized into a format that is simple enough for the audience to fully understand. The evaluator’s assessment of the portfolio is very important. The evaluator takes the time to look at a person’s portfolio and grade it accordingly. I never really knew that it was difficult for teachers to grade a writing. The author said that it is a myth that instructors love giving grades on written work. I agree with the myth because I think it would be extremely difficult to grade someone’s writing.
I think the discussion was invaluable for building a portfolio. I enjoyed reading the 8 myths about instructor perspective and thought it lent to some serious insight to my writing process. The segment about artifact choosing also seems like a big help for when it comes time to complete my portfolio. I feel as if I have a better understanding and grasp of the overall process of portfolio development after reading the last sections that discussed proofreading, revising and editing.
I found the author’s discussion of assessment regarding the final portfolio to be really helpful. Before I read Part Two of “Portfolio Keeping,” I probably would have chosen the papers that I got the best grades on for my final portfolio. However, I now will choose the papers that I enjoyed writing the most. Therefore, I will revise, edit, and proofread the chosen papers better because I am less likely to get sick of them. In addition, I will use the tool of rhetoric to produce my portfolio after being informed of it in the book. Rhetoric will help me to analyze my writing so the reader can clearly understand what I am trying to communicate. Furthermore, I will be trying to produce a final portfolio that shows improvement in the emphasized areas of the course such as the writing process. Along with the helpful information “Portfolio Keeping” provided, it also included many other interesting facts and data about portfolio keeping. I enjoyed the 8 myths that the book discussed. Although I knew most of the myths, some of them made me think about the instructor and evaluation process in a new light. I also found the book’s advice on putting a portfolio together to be fascinating especially for electronic ones. If our class kept an e Portfolio, this book would have really been awesome for help to produce a quality final portfolio. In retrospect, I believe reading this book has helped me to improve my ability to produce a final portfolio in this class and in any other class that I need to make one in. I gained a lot of knowledge on portfolio keeping from this book. In addition, I would recommend it to anyone planning on keeping a portfolio for a class particularly if it is an electronic one.
The author's assessment of the final portfolio. I'm sure a majority of the class would agree with me when I say that we are all new to the portfolio making process. The portfolio we are writing this year is the first real portfolio I have ever needed to write. The most helpful part of the author's writing, in my opinion, was the eight myths about grading papers. I admit that a few of the myths I thought were true. They gave me a little bit of encouragement in my writing.
I think that the discussion was very helpful and informative. I really liked where the author made the comparison of personal presentation, and image to a portfolio. I never thought of it in that manner. there are a lot of things that are being said/ cover that help me, like when they talk about tone and voice, and how the way you are or your personality reflects in your writing, and most people are not aware because that is the way they are/talk. for some odd reason, I really am excited to put more effort into my portfolio. When I did my portfolio in high school it was creative writing combined with English AP, so I thought it will be the same as this but here the author goes into vivid detail of hot to complete it fitting to you and your audience etc. so I am excited to see what the outcome will be.
6 comments:
I agree with many of the discussions about assessment regarding the final portfolio because I believe that as the writer who is presenting the portfolio, I must take note to who will be viewing it. Obviously the teacher but it’s also possible that another student or anyone from the University could look at it. I believe this is why it is important to make sure you have a clear and unique tone and also a sense of professionalism within the portfolio.
Another thing I agreed with in this was how the author was talking about the grading systems and myths about them. I know in the past I have had many teachers tell the class that they have trouble grading between a B plus and an A minus. They can usually tell the difference between the A and the B but it’s the in-between ones that they always admit to us that they have trouble deciding on. Many of them have given out rubrics with scales which they use to help base the grade off of, but I can still understand how it is hard to grade someone on something that is a process.
I also liked the idea on what word would you use to describe your portfolio like “growth.” I think this is something that is important to decide on before turning in the final portfolio. We must decide, “Do we want it to be a portfolio that shows how we have grown as a writer or do we want it to show our strengths as a writer?”
I think it is also very important that we explain our reasons for why we chose a certain way to lay out our portfolios that way the person reviewing it will understand our reasons for why we chose to do it that way.
I find the author’s discussion of assessment to be true for what I need to do in regard to the final portfolio. I need to convince the reader and evaluator that my portfolio reflects my best work. In addition, I need to apply what I learned in English 101 to my work in my portfolio. I would like to study rhetoric to help me in the communication process. The communication that I have can be in my writing and how I want to get my thoughts across to others. In my portfolio, I need to make sure that everything that is supposed to be in it is fully completed. The things that the teacher is looking for are things that are of high importance for me to include.
Some of the author’s thoughts on assessment are thoughts that I have never spent a lot of time on. I now know that I need to think about my targeted audience. For my targeted audience, I need a clear organization system. The writings, artifacts, and the portfolio itself must be organized into a format that is simple enough for the audience to fully understand.
The evaluator’s assessment of the portfolio is very important. The evaluator takes the time to look at a person’s portfolio and grade it accordingly. I never really knew that it was difficult for teachers to grade a writing. The author said that it is a myth that instructors love giving grades on written work. I agree with the myth because I think it would be extremely difficult to grade someone’s writing.
I think the discussion was invaluable for building a portfolio. I enjoyed reading the 8 myths about instructor perspective and thought it lent to some serious insight to my writing process. The segment about artifact choosing also seems like a big help for when it comes time to complete my portfolio. I feel as if I have a better understanding and grasp of the overall process of portfolio development after reading the last sections that discussed proofreading, revising and editing.
I found the author’s discussion of assessment regarding the final portfolio to be really helpful. Before I read Part Two of “Portfolio Keeping,” I probably would have chosen the papers that I got the best grades on for my final portfolio. However, I now will choose the papers that I enjoyed writing the most. Therefore, I will revise, edit, and proofread the chosen papers better because I am less likely to get sick of them. In addition, I will use the tool of rhetoric to produce my portfolio after being informed of it in the book. Rhetoric will help me to analyze my writing so the reader can clearly understand what I am trying to communicate. Furthermore, I will be trying to produce a final portfolio that shows improvement in the emphasized areas of the course such as the writing process.
Along with the helpful information “Portfolio Keeping” provided, it also included many other interesting facts and data about portfolio keeping. I enjoyed the 8 myths that the book discussed. Although I knew most of the myths, some of them made me think about the instructor and evaluation process in a new light. I also found the book’s advice on putting a portfolio together to be fascinating especially for electronic ones. If our class kept an e Portfolio, this book would have really been awesome for help to produce a quality final portfolio.
In retrospect, I believe reading this book has helped me to improve my ability to produce a final portfolio in this class and in any other class that I need to make one in. I gained a lot of knowledge on portfolio keeping from this book. In addition, I would recommend it to anyone planning on keeping a portfolio for a class particularly if it is an electronic one.
The author's assessment of the final portfolio. I'm sure a majority of the class would agree with me when I say that we are all new to the portfolio making process. The portfolio we are writing this year is the first real portfolio I have ever needed to write. The most helpful part of the author's writing, in my opinion, was the eight myths about grading papers. I admit that a few of the myths I thought were true. They gave me a little bit of encouragement in my writing.
I think that the discussion was very helpful and informative. I really liked where the author made the comparison of personal presentation, and image to a portfolio. I never thought of it in that manner. there are a lot of things that are being said/ cover that help me, like when they talk about tone and voice, and how the way you are or your personality reflects in your writing, and most people are not aware because that is the way they are/talk. for some odd reason, I really am excited to put more effort into my portfolio. When I did my portfolio in high school it was creative writing combined with English AP, so I thought it will be the same as this but here the author goes into vivid detail of hot to complete it fitting to you and your audience etc. so I am excited to see what the outcome will be.
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