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Portfolio making
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PortfolioReported by:
Julie Jane R. PagcaliwanganRezlie T. Lavalle
Rushell S. GanancialEva L. RoblesRaffy HIlario
Portfolio: DefinitionA portfolio is a compilation of
materials that exemplifies your beliefs, skills, qualifications, education, training, and experiences. It provides insight into your personality and work ethic. All in all, it is a representation of your professionalism.
What is a Student Portfolio? It 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.
Source: Venn, J. J. Assessing Students with Special Needs. (2000)
Why should I have a portfolio?The process of putting together a
portfolio itself will help you become a more effective interviewee.
You will be identifying the skills you have gained through your various experiences and how they relate to the career you are interested in.
Why should I have a portfolio?Choosing the most relevant
experiences and putting them in an easily understood format will help you better articulate your skills and experiences when asked questions about your qualifications in an interview
PURPOSE OF PORTFOLIO•Use as alternative/authentic assessment
•is closely linked to instruction
•by nature incorporated fully into instruction
promote positive student involvement
offer the teacher and student an in-depth knowledge of the student as a learner.
PURPOSE OF PORTFOLIO
introduces students to an evaluation format with which they may need to become familiar as more schools and districts adopt portfolio assessment.
gives the teacher opportunities to involve parents in their children's learning.
PURPOSE OF PORTFOLIO
Types of Portfolios
Showcase/Display Portfolio
Process/GrowthDocumentation
Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)
Showcase/Display Portfolio summative evaluation of students' very
best work, determined through a combination of student and teacher selection
especially compatible with audio-visual artifact development, including photographs, videotapes, and electronic records of students' completed work
should also include written analysis and reflections by the student upon the decision-making process(es) used to determine which works are included
Process/Growth Portfolio documents all facets or phases of the
learning process. They are particularly useful in documenting students' overall learning process
show how students integrate specific knowledge or skills and progress towards both basic and advanced mastery
emphasizes students' reflection upon their learning process, including the use of reflective journals, think logs, and related forms of metacognitive processing
DocumentationPortfolio also know as the "working" portfolio can include everything from brainstorming
activities to drafts to finished products the collection becomes meaningful when
specific items are selected out to focus on particular educational experiences or goals
can include the bet and weakest of student work.
Criteria for Portfolio Artifacts (may include journal records, illustrations, letters, themes, collection of speeches) Reproduction (may include photos, cassettes, videotapes)
Criteria for Portfolio Attestations (documents about the portfolio owner written by someone else—a classmate, a friend, parents, or teachers) Productions (articles prepared especially for the portfolio—goal statements, reflections, and captions)
Sample Portfolio Entries
Work samples (graded and ungraded)
JournalsTestsChecklistsProjectsObservationsScores
Self-assessments
ReflectionsPerformancesvideotapesPicturesAudiotapesInterviews
Source: Public Schools of North Carolina, Dept. of Public Instruction U.S. Dept. of Education. Assessment, Articulation, and Accountability (1999)
Parts of a Portfolio Unifying theme for the Portfolio Cover Statement to the Reader Table of Contents Dividers Content Pieces Content Reflection Reader Comment Page Teacher Comment Page
Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)
Unifying Theme A unifying theme
or style to tie the portfolio together
Can be done graphically by using a consistent border design or logo or verbally by using a quotation
Cover Page Create cover page
complete with title, student name, and school year
Statementto the Reader
Write a letter to the reader introducing the portfolio
Table ofContentsList contents
and corresponding page numbers
Dividers Include dividers at
appropriate places throughout the portfolios (e.g. different colored papers or borders, different quotation, different graphic design per section)
Content Pieces
Choose pieces of student work with labels
Content Reflection
Student reflected on each content piece
Reader Comment Page Invite comments
and reflections from whoever reading the portfolio
Teacher Comment Page Invite comments from teachers
Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)
Source: Basal, F. et. al. Measurement and Evaluation A Course Module (2003)
-fin-
References:
Basal, F. et. al. Measurement and Evaluation A Course Module (2003)
Public Schools of North Carolina, Dept. of Public Instruction U.S. Dept. of Education. Assessment, Articulation, and Accountability (1999)
Venn, J. J. Assessing Students with Special Needs. (2000)