1. Interviews and Conferences Questions asked in a conference/interview should not be ones that could be answered on a test or survey. Conferences/interviews can be conducted with a student or groups of students while rest of class continues with planned activities. Conferences/interviews provide the student with an opportunity to explain the whys behind their work thus fostering metacognition.

2. Group Task In your groups, choose one of the types of interviews/conferences listed on p. 174 of the text. As a group, develop 5 questions that could be asked in the interview/conference. The questions must be different from the examples presented in the text. Prepare a rationale for your questions. I.e. What is it that you, as a teacher, are trying to assess/learn about a student’s understanding through the use of these questions?

3. Key Points for Portfolios Purposes: To document meeting learning standards. To connect subject areas into an integrated assessment of the student. To demonstrate a student’s growth and development over extended periods of time or grade levels. To document key concepts taught by teachers. To provide evidence of relevant experiences

4. Key Points for Portfolios Types of Portfolios Writing Process Literacy Best-Work Unit Integrated Year-long Career Standards

5. Key Points for Portfolios Uses As a tool for discussion with peers, teachers, and parents To provide opportunities for students to reflect on their work To connect prior knowledge with new learning To allow students to make critical choices To provide an opportunity to review current goals and set new ones.

6. In your groups, consider the professional portfolio that you were asked to begin in ED2500 and that you are required to develop in your PSI semester. What type(s) of portfolio is your PSI professional portfolio? What purpose(s) is/are served by creating this portfolio? How many uses of a portfolio does your professional portfolio fulfill? The UofL Professional Portfolio

7. Learning Logs and Journals LOGS JOURNALS concise objective factual impersonal freeflowing subjective opinion personal help process learning.