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This naturally led to a conversation about portfolios. Portfolio discussions typically center on the tools: how to save, share, and publish student work. When we instead let the process of curating, reflecting, and sharing serve as the focal point, portfolios become summative in nature and can be viewed as an add-on to the end of a unit, project, or activity.
For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. If the ultimate goal is to develop students as learners, they need an opportunity to make connections to the content as well as the overarching learning objectives.
