MTTC 103 Elementary Practice

The most appropriate use of a portfolio for summative assessments is to compile blueprints, sketches, and planning for a specific project in order to measure student achievement at the end of that project. This approach allows for a comprehensive evaluation of a student’s work, aligning with the purpose of summative assessments, which are designed to measure the learning that has taken place at the end of a unit or project.

By including various artifacts such as blueprints and sketches, this type of portfolio not only demonstrates the outcomes of the final project but also showcases the progression of the student’s thought process, creativity, and problem-solving skills. It provides a clear picture of the student's abilities and understanding of the subject matter, making it an effective tool for evaluative purposes.

In contrast, the other options emphasize ongoing processes, self-reflection, or subjective selections of work, which while valuable, do not serve the primary function of a summative assessment as effectively. Using portfolios for student-teacher conferences or collecting self-assessments typically focuses on formative assessment strategies that are meant to guide and improve student learning rather than evaluate it at its conclusion.