Leo Tolstoy
Tolstoy in May, 1908, four months before his 80th birthday (photographed at Yasnaya Polyana by Sergey Prokudin-Gorsky; the first colour photograph taken in Russia)
Native name	Лев Николаевич Толстой
Born	Lev Nikolayevich Tolstoy September 9, 1828 Yasnaya Polyana, Tula Governorate, Russian Empire
Died	November 20, 1910 (aged 82) Astapovo, Ryazan Governorate, Russian Empire
Resting place	Yasnaya Polyana
Occupation	Novelist, short story writer, playwright, essayist
Language	Russian
Nationality	Russian
Period	1847—1910
Literary movement	realism
Notable works	War and Peace Anna Karenina The Death of Ivan Ilyich The Kingdom of God Is Within You Resurrection
Spouse	Sophia Tolstaya (m. 1862; his death 1910)
Children	14

( listen); Bengali: [robind̪ronat̪ʰ ʈʰakur]), also written Ravīndranātha Thākura(7 May 1861 – 7 August 1941) sobriquet Gurudevwas a Bengali polymathwho reshaped Bengali literature and music, as well as Indian art with Contextual Modernism in the late 19th and early 20th centuries. Author of Gitanjali and its "profoundly sensitive, fresh and beautiful verse"^] he became the first non-European to win the Nobel Prize in Literature in 1913Tagore's poetic songs were viewed as spiritual and mercurial; however, his "elegant prose and magical poetry" remain largely unknown outside Bengal.^[8] He is sometimes referred to as "the Bard of Bengal"

Rabindranath Tagore
Tagore (c. 1925)
Native name	রবীন্দ্রনাথ ঠাকুর
Born	Rabindranath Thakur 7 May 1861 Calcutta, British India^[1]
Died	7 August 1941 (aged 80) Calcutta, British India^[1]
Occupation	Writer, song composer, playwright, essayist, painter
Language	Bengali, English
Nationality	British Indian
Literary movement	Contextual Modernism
Notable works	Gitanjali, Gora, Ghare-Baire, Jana Gana Mana, Rabindra Sangeet, Amar Shonar Bangla(other works)
Notable awards	Nobel Prize in Literature 1913
Spouse	Mrinalini Devi (m. 1883–1902)
Children	5 (two of whom died in childhood)
Relatives	Tagore family

PORTFOLIO RECORD

Introduction:

A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects.

Definition:

A Student portfolio is a compilation of academic work and other forms of educational evidence assembled for the purpose of evaluating course quality, learning progress and academic achievement over time.

Portfolio in the Classroom:

Student Portfolios as an Assessment Tool. Teacher observation, projects, essays, and other more creative ways of evaluating student achievement have gained a larger following within the classroom. Although its use has declined, one type of assessment tool that can be used very effectively is the student portfolio.

Forms of Portfolio:

The major types of portfolios are: working portfolios, display portfolios, and assessment portfolios. Although the types are distinct in theory, they tend to overlap in practice. Consequently, a district's program may include several different types of portfolios, serving several different purposes.

Working portfolio:

A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.

Display Portfolio:

Portfolio is a collection of assets held by an institution or a private individual. Artist's portfolio, a sample of an artist's work or a case used to display artwork, photographs etc.

A display portfolio may be maintained from year to year, with new pieces added each year, documenting growth over time. And while a best works portfolio may document student efforts with respect to curriculum objectives, it may also include evidence of student activities beyond school (a story written at home, for example).

Assessment Portfolio:

A student portfolio is a systematic collection of student work and related material that depicts a student's activities, accomplishments, and achievements in one or more school subjects. The collection should include evidence of student reflection and self-evaluation, guidelines for selecting the portfolio contents, and criteria for judging the quality of the work. The goal is to help students assemble portfolios that illustrate their talents, represent their writing capabilities, and tell their stories of school achievement.

THE USE OF PORTFOLIO ASSESSMENT IN EVALUATION

Portfolio assessment has been predominantly used in educational settings to document the progress and achievements of individual children and adolescents, it has the potential to be a valuable tool for program assessment as well.

Portfolio assessment has become widely used in educational settings as a way to examine and measure progress, by documenting the process of learning or change as it occurs. Portfolios extend beyond test scores to include substantive descriptions or examples of what the student is doing and experiencing. Fundamental to "authentic assessment" or "performance assessment" in educational theory is the principle that children and adolescents should demonstrate, rather than tell about, documenting progress toward higher order goals such as application of skills and synthesis of experience requires obtaining information beyond what can be provided by standardized or norm-based tests.

Value of Student Portfolios

A portfolio is a collection of student work that can demonstrate learning and be used as an effective assessment tool. The portfolio complexity can range from a simple collection of teacher-identified student assignments to a more complex student-driven product demonstrating learning standards with the teacher evaluating mastery of content for a grade. A portfolio can be completed as a short-term project or a comprehensive one that spans over the school year. We will discover the value of portfolios, innovative ideas, and examples of best practices to implement portfolios in elementary, middle, and high school classrooms.

Innovative Portfolio Ideas

Innovative portfolio ideas focus on:

Providing assessment guidelines: The student portfolio can be effective to assess student learning if a rubric or checklist is used to objectively evaluate the portfolio. Students should have opportunities to review the rubric or checklist before starting the portfolio to understand the expectations. The rubric (checklist) needs to identify components to guide the development of the portfolio and clearly define how points are awarded for the grade.

Organizing the portfolio in a format: The portfolio can be organized with paper documents in a notebook or scrapbook, or digitally online or in flash drive files.

Reflecting on learning experiences: Students can analyze the content standards for the class and make decisions on what to include in the portfolio to demonstrate learning of these concepts. Reflection allows the student to self-evaluate the learning experience. Students can express their thoughts during learning activities in journals.

Trying a variety of strategies: Depending on the portfolio, a variety of documentation strategies can be used. Students can organize paper documents including papers, artwork, written assessments, teacher-written feedback, peer reviews, and other learning evidence in a notebook or scrapbook. These paper documents can be scanned; students can record interviews and create videos for digital portfolios.

Finding resources: Teachers can assist students in discovering resources to use in developing the portfolio. Examples of resources include digital cameras, video equipment, technology resources, and personnel to assist individual students.

Owning the portfolio: Students are empowered to design, develop and implement an individualized portfolio. This process enhances creativity, critical thinking, decision-making, and evaluation skills.

Leading the process: The teacher will guide the portfolio process and needs to implement timelines for students to follow.

Initiating student portfolio presentations: Students can formally present the final portfolio to an external audience to further develop oral communication skills.

Obtaining support for student portfolio presentations: Recruit parents, business/industry, community, college/university, and peers to participate in portfolio presentations. High school students can use the portfolio for high school scholarship opportunities, college entrance discussions, and employer interviews to demonstrate skills.

Forms of Portfolio:

Portfolio come in many forms, from note books filled with documents, notes and graphics to online digital archives and students created websites.

1. Notebooks filled with documents.

2. Online digital archives.

3. Students created websites.

Uses of Portfolio:

1. Students portfolios are most effective when they are used to evaluate students learning progress and achievement.

2. When portfolio are used to document and evaluate the knowledge of the student, teachers can use them to adopt instructional strategies.

3. Portfolio can help teachers monitor and evaluate learning progress over time.

4. Test, quizzes and assessment, give teachers information about what students know at a particular point in time.

5. Portfolios help teachers determine whether students can apply what they have learned to new problems and different subject areas.

6. A test can help teachers determine, for eg., if students have learned a specific mathematical skill, can able to apply that skill to complex problems in economics Geography, Civics

Ø Portfolio can encourage students to take more ownership and responsibility over the learning process.

Ø Portfolios are a way for students to critique and evaluate their own work and academic progress.

Blog:

Blog a website, similar to an online journal that includes chronological entries made by individuals. The word blog was derived from the combination of the word web and log. Blogs typically focus on a specific subject (Economy, entertainment news, etc.) and provide users with forums (or a comment area) to talk about each posting. Many people use blogs as they would a personal journal or diary.

Blog

Each Student must create his / her own portfolio in the form of a blog.

This blog can include such as

Ø Written assignments

Ø Completed tests,

Ø Seminar reports,

Ø Project reports,

Blog

Other evidence of learning process

Ø Awards and prizes,

Ø Certificate,

Ø Participation in cultural activities ect….

Uses of blogs in education

Like Podcast, wiki and other types of new technology, blogs can be use in classroom environment for diary entry; it also can be a useful tool to link communication between study groups within a class or other classes or even schools. If use effectively, blogs can create a learning environment that extend beyond the schoolyard.

1. Classroom Management : Class blogs can serve as a portal to foster a community of learners. As they are easy to create and update efficiently, they can be used to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board.

2. Collaboration: Blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience. Teachers can offer instructional tips, and students can practice and benefit from peer review. They also make online mentoring possible. For example, a class of older students can help a class of younger students develop more confidence in their writing skills. Students can also participate in cooperative learning activities that require them to relay research findings, ideas, or suggestions.

3.Discussions: A class blog opens the opportunity for students to discuss topics outside of the classroom. With a blog, every person has an equal opportunity to share their thoughts and opinions. Students have time to be reactive to one another and reflective. Teachers can also bring together a group of knowledgeable individuals for a given unit of study for students to network and conference with on a blog.

4. Student Portfolios: Blogs present, organize, and protect student work as digital portfolios. As older entries are archived, developing skills and progress may be analyzed more conveniently. Additionally, as students realize their efforts will be published, they are typically more motivated to produce better writing. Teachers and peers may conference with a student individually on a developing work, and expert or peer mentoring advice can be easily kept for future reference.

Uses of blogs in classroom:

There are numerous educational benefits of blogs. Blogs are:

• Highly motivating to students, especially those who otherwise might not become

participants in classrooms.

• Excellent opportunities for students to read and write.

• Effective forums for collaboration and discussion.

• Powerful tools to enable scaffolding learning or mentoring to occur.

Pedagogical uses of blog

According to extant literature, students use blogging in classrooms for different purposes. Blogs are used to showcase individual student work by enabling them to publish texts, video clips, audio clips, maps, photos and other images, projects and suchlike in a potentially publicly accessible forum. Proponents of student blogging argue that blogging can contribute directly to improved writing abilities and argue that classroom blogging can enable students to engage with audiences beyond their classroom walls by using blogs as personal journals, as diaries, for story writing, and for making editorial responses to news events. Researchers have also documented teachers using student blogging to promote creativity and self-expression.

Conclusion:

Portfolio is a very valuable and meaningful evaluation tool effectively assesses student learning. Along with the student reflection the data provides the valuable information about how each student learns and what is important to him or her in the learning process.

Saranya

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