It can be better defined as portfolio for student growth. It is a gathering of assessment tasks realized by the student, who narrates the “backstage” and reflects on his learning process. Student portfolio offers the opportunity to document a certain range of student attitudes, skills, and learning over the school year. It offers rich evidence about the inner dynamism of the student’s learning process. Through the portfolio the student can develop the self-awareness, goal-setting, and decision-making, skills essential for lifelong self-determination.
Published in Chapter:
Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students
Angelo Chiarle (Liceo Scientifico Statale Darwin, Italy)
Copyright: © 2013
|Pages: 29
DOI: 10.4018/978-1-4666-2122-0.ch020
Abstract
To meet the complex challenge set by the 2006 European Reference Framework of the Key Competences for Lifelong Learning, different didactic tools seem necessary: cooperative learning, problem solving, authentic assessment, understanding by design, differentiated instruction, habits of mind, critical thinking, and student portfolio. Since 1998, teaching both Italian and Latin Language and Literature in two Licei Scientifici Statali in the Province of Turin (Piemonte) to students aged 14 through 19, the author has gradually implemented all these didactic tools. The author’s working hypothesis is to construct the “three storey competence building” starting from the daily “ground floor” of attitudes or habits of minds, rising whenever possible to the “first floor” of authentic assessment, coming up to the “attic” of student portfolio with some willing students. The author’s main goal is to submit some critical reflection and evidence on what teachers can really achieve with their students if they accept the challenge of refocusing their instruction and their assessment practices.