Portfolio making

1. Portfolio
Reported by:
Julie Jane R. Pagcaliwangan
Rezlie T. Lavalle
Rushell S. Ganancial
Eva L. Robles
Raffy HIlario

2. Portfolio: Definition
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?
 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?
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.

5. 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

6. PURPOSE OF PORTFOLIO
•Use as alternative/authentic
assessment
•is closely linked to instruction
•by nature incorporated fully
into instruction

7. promote positive student
involvement
offer the teacher and student
an in-depth knowledge of the
student as a learner.
PURPOSE OF PORTFOLIO

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

9. Types of Portfolios
Showcase/Display
Portfolio
Process/Growth
Documentation
Source: Basal, F. et. al. Measurement and Evaluation A Course
Module (2003)

10. 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

11. 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

12. Documentation
Portfolio
 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.

13. Criteria for Portfolio
 Artifacts
(may include journal records, illustrations,
letters, themes, collection of speeches)
 Reproduction
(may include photos, cassettes, videotapes)

14. 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)

16. Sample Portfolio Entries
Work samples
(graded and
ungraded)
Journals
Tests
Checklists
Projects
Observations
Scores
Self-
assessments
Reflections
Performances
videotapes
Pictures
Audiotapes
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
 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)

18. 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

19. Cover Page
 Create cover page
complete with title,
student name, and
school year

20. Statement
to the Reader
 Write a letter
to the reader
introducing
the portfolio

21. Table of
Contents
List contents
and
corresponding
page
numbers

22. Dividers
 Include dividers at
appropriate places
throughout the
portfolios (e.g.
different colored
papers or borders,
different quotation,
different graphic
design per section)

23. Content Pieces
 Choose pieces of
student work with
labels

24. Content Reflection
 Student reflected
on each content
piece

25. Reader Comment Page
 Invite comments
and reflections
from whoever
reading the
portfolio

26. Teacher Comment Page
 Invite comments from teachers

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)