Return to E-Portfolio Program Integration

Planning

Weekly Artifact Collection

For at least six semesters, elementary third semester provided little structure to artifact collection.  We had hoped this would allow students flexibility and creativity in developing understandings about student learning in the context of their goal pursuit.  Too little structure proved ineffectual as most students sporadically collected artifacts and analyzed them much later than needed for actual classroom benefit.  This semester students collected weekly artifacts and stored them in a folder, along with a two-paragraph piece of writing on the artifact’s context and their analysis or instructional implications.  If possible, pre-service teachers discussed these artifacts with practicum partners, seminar classmates, or cooperating teachers.  This allowed for more informed instructional decisions during the semester, as well as much deeper mid-semester reflections.  This occurred roughly five-six times throughout the semester.