Portfolios

What Is a Portfolio?

At the end of each IMP unit, each student is asked to write a cover letter reflecting on the mathematics of the unit. Students also select samples from their work in the unit, both to represent their own learning and to demonstrate how specific activities contributed to the overall development of mathematical ideas. In the process of assembling the portfolio, the student has the opportunity to synthesize what he or she has learned.

This material, and perhaps some other reflective writing, is put together to form the student's portfolio for the unit. A more creative portfolio may include a videotape of an experiment or presentation, or photographs of student products or experiences, as well as written work. Group products may be photocopied so more than one group member can use them.

The individual unit portfolios together form a growing picture of the student's learning. The portfolios serve as a demonstration of both the student's progress and the instructional program for parents and administrators. Questions regarding a student's progress can be answered by reading through that student's work, thoughts, and reflections. The portfolio is much more informative than a set of test scores!

Using Portfolios

Students' portfolios can serve them as they continue their mathematics education. They can look back into their portfolio to refresh their knowledge of a topic from their own point of view. For example, students working on Do Bees Build It Best? (a Year 2 unit) may be a bit rusty on the trigonometric functions. Students can go back into their portfolios from Shadows (a Year 1 unit) to look at initial findings on sine, cosine, and tangent from their own perspectives. Many students have sent along portions of their IMP portfolios as part of their college applications.

Teachers have a variety of policies on grading portfolios. Some teachers look for completeness, since the bulk of the samples put into the portfolios have already been graded. Others assign a grade based on demonstration of student growth or understanding, especially as reflected in the cover letter. However you choose to grade the portfolios, you should use them for a broader kind of assessment from time to time. Both you and the students should take time to look through the portfolios and get a feel for areas of growth and, perhaps, areas of need.

The portfolio should be available to students for use or revision at all times. Teachers have found it convenient to have the student portfolios in folders hanging either in a filing cabinet or in a crate in the classroom. Year 1 portfolios follow the student into Year 2. Some schools turn portfolios over to students to keep at home when Year 2 begins.