I have been using writing portfolios to assess my students’ writing in December and June for as long as I’ve been teaching. Portfolios are wonderful for so many reasons: they invite students to compile a body of work, encourage revision, show growth over time, and so forth. But sometimes they feel a little stale, a little boring, a little manilla-foldery.
Even when I switched from printed portfolios stacked in folders to Google Drive portfolios complete with hyperlinks and images, they left something to be desired. Many of them were thrown-together, lackluster, blah.
Over the past two years I’ve been searching for ways to make students’ writing portfolios more exciting, authentic and meaningful. As usual, when I confront a problem in my writing classroom, I ask myself, “What do real writers do? What do portfolios in the wild look like?” Well… real writers don’t have portfolios. Not really, anyway. In my research, the closest thing I’ve found to portfolios are author websites and author readings, and each of these “formative assessments” contains several components that can be adapted for writing portfolios. Continue reading