2. Portfolio: Definition
ď‚›A 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.
3. What is a Student Portfolio?
ď‚› 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)
4. Why should I have a portfolio?
ď‚›The process of putting together a
portfolio itself will help you become
a more effective interviewee.
ď‚›You will be identifying the skills you
have gained through your various
experiences and how they relate to
the career you are interested in.
5. Why should I have a portfolio?
ď‚›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
6. PURPOSE OF PORTFOLIO
•Use as alternative/authentic
assessment
•is closely linked to instruction
•by nature incorporated fully
into instruction
8. 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
10. Showcase/Display Portfolio
ď‚› summative evaluation of students' very best work,
determined through a combination of student
and teacher selection
ď‚› especially compatible with audio-visual artifact
development, including photographs, videotapes,
and electronic records of students' completed
work
ď‚› should also include written analysis and reflections
by the student upon the decision-making
process(es) used to determine which works are
included
11. Process/Growth Portfolio
ď‚› documents all facets or phases of the learning
process. They are particularly useful in
documenting students' overall learning
process
ď‚› show how students integrate specific
knowledge or skills and progress towards both
basic and advanced mastery
ď‚› emphasizes students' reflection upon their
learning process, including the use of
reflective journals, think logs, and related
forms of metacognitive processing
12. Documentation
Portfolio
ď‚› also know as the "working" portfolio
ď‚› can include everything from brainstorming
activities to drafts to finished products
ď‚› the collection becomes meaningful when
specific items are selected out to focus on
particular educational experiences or goals
ď‚› can include the bet and weakest of student
work.
13. Criteria for Portfolio
ď‚› Artifacts
(may include journal records, illustrations,
letters, themes, collection of speeches)
ď‚› Reproduction
(may include photos, cassettes, videotapes)
14. Criteria for Portfolio
ď‚› Attestations
(documents about the portfolio owner
written by someone else—a classmate, a
friend, parents, or teachers)
ď‚› Productions
(articles prepared especially for the
portfolio—goal statements, reflections, and
captions)
15.
16. Sample Portfolio Entries
ď‚›Work samples
(graded and
ungraded)
ď‚›Journals
ď‚›Tests
ď‚›Checklists
ď‚›Projects
ď‚›Observations
ď‚›Scores
ď‚›Self-
assessments
ď‚›Reflections
ď‚›Performances
ď‚›videotapes
ď‚›Pictures
ď‚›Audiotapes
ď‚›Interviews
Source: Public Schools of North Carolina, Dept. of Public Instruction
U.S. Dept. of Education. Assessment, Articulation, and
Accountability (1999)
17. Parts of a Portfolio
ď‚› Unifying theme for the Portfolio
ď‚› Cover
ď‚› Statement to the Reader
ď‚› Table of Contents
ď‚› Dividers
ď‚› Content Pieces
ď‚› Content Reflection
ď‚› Reader Comment Page
ď‚› Teacher Comment Page
Source: Basal, F. et. al. Measurement and Evaluation A Course
Module (2003)
18. Unifying Theme
ď‚› A unifying theme or
style to tie the
portfolio together
ď‚› Can be done
graphically by
using a consistent
border design or
logo or verbally by
using a quotation
22. Dividers
ď‚› Include dividers at
appropriate places
throughout the
portfolios (e.g.
different colored
papers or borders,
different quotation,
different graphic
design per section)
27. Source: Basal, F. et. al. Measurement and Evaluation A Course
Module (2003)
28. Source: Basal, F. et. al. Measurement and Evaluation A Course
Module (2003)
29. -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)