KYLA MAY T.

ANDRADE BSED III

ASSESSMENT T OF LEARNING 2
MIDTERM WORKSHEET
MARCH 8, 2021

SET 1. TOPIC ON PERFORMANCE ASSESSMENT

A. Define Performance assessment.

Performance assessment is an assessment activity or set of activities that require students to
generate products or performances that provide direct or indirect evidence of their knowledge, skills,
and abilities in an academic content domain.

B. Cite example of performance task that provides opportunities to show both what the
students know and how well the students can do what they know. (by major/discipline)
GOAL ROLE AUDIENCE SITUATION PERFORMANCE/PRODUCT
Ikaw ay lilikha Ikaw ay isang Guro at mag- Ikaw ay gagawa ng Sariling Alamat ( 2 maikling
ng sariling tagapagsulat aaral sariling alamat. kwento ) (Ipasa sa Ika-4 ng
alamat. /tagapagkwento Maaaring tungkol sa Nobyembre)
Gumamit ng tao, bagay, hayop,
mga pook o pangyayari.
Pangngalan at Lapatan ito ng
mga Panghalip larawan at disenyo.
sa kwento. Ilalahad ito gamit ang
Bigyang pansin PowerPoint
ang tamang Presentation sa
bantas at malikhaing paraan.
baybay ng Mahalagang maisulat
bawat salita. ng wasto ang mga
Ilalahad ang Pangngalan at mga
kwento sa Panghalip sa kwento.
buong klase. Bigyang pansin din
ang tamang baybay at
bantas sa pagsusulat
ng mga pangungusap
na inilalahad ng mga
tauhan sa kwento.

STANDARDS- TINGNAN ANG RUBRICS

Pagsusulatngkw ento Napakahusay 5pts Mahusay 3pts Kailangangpaghusayan
/Pagkukuwento 1pts
Impormasyon Naibuod ng maayos na Naibuod ang Kulang sa paglahad ang
nasa sagot ang tanong na impormasyon na tatlong mga impormasyon.
sino, bakit, ano, kalian, tanong lamang ang na
saan at paano. sasagot.
Paglalahad Malinaw ang tinig, may Malinaw ang tinig, may Mahina ang tinig, walang
kontak sa mata at maayos minimal na kontak sa kontak sa mata at hindi
na nailahad ang mga mata at maayos na masyadong maayos na
kwento. nailahad ang mga nailahad ang mga kwento.
kwento.
Paksa Napakaayos ng Maayos ang Kailangang masiayos ang
pagkakalahad ng mga pagkakalahad ng mga pagkakalahad ng mga
salita. salita. salita.
Pagkamalikhain Malikhain. Napakamalikhain. Nakuha Nakuha ang atensyon at Kinulang sa pagkuha ng
ang atensyon at gustung- gustung-gusto ng mga atensyon.
gusto ng mga mambabasa.
mambabasa.
Tamang ayos ng Walang mali sa May iilang mali sa Mahigit sa limang mali sa
pangungusap, Baybay at pagbabaybay, tama ang pagbabaybay, mga pagbabaybay, mga bantas
Bantas mga bantas at bantas at pagkakaayos at pagkakaayos ng bawat
pagkakaayos ng bawat ng bawat pangungusap. pangungusap.
pangungusap.
C. Give example of self and peer performance evaluation. (by major/discipline)
DULANG PANTANGHALAN

Nakapagtatanghal ng Dulang Pantanghalan na nagpapakita ng mga pagpapahalaga at pangyayari sa

kasalukuyang panahon na may kaugnayan sa mga pangyayari sa Ibong Adarna gamit ang angkop na
gramatika/retorika
Naglunsad ang DepEd at Philippine Educational Theater Association (PETA) ng isang patimpalak sa
pagbuo ng isang kontemporaryong dulang hango sa mga aral at pagpapahalagang matatagpuan sa
koridong Ibong Adarna. Huhusgahan ang inyong ginawa ayon sa mga sumusunod na batayan:

Kahusayan sa pagganap 25%

Husay sa pagdeliber ng mga dayalogo (wastong bigkas at intonasyon) 25%
Mga Kagamitan o Props na ginamit upang maging mas makatotohanan ang dula 25%
Nilalaman at Husay sa Pagkakasulat Iskrp 25%
KABUUANG PUNTOS: 100%

Mekaniks:
1. Hahatiin sa 6 grupo ang buong klase. (6-7 miyembro kada grupo)
2. Bawat isa ay bibigyan ng partikular na pagpapahalagang Pilipino na sinasalamin ng Ibong Adarna na dapat
nilang isadula.
3. Magtatakda ang mga grupo ng kanilang tagasulat ng iskrip, tagapaghanda ng mga props, direktor, at mga
gaganap.
4. Maghahanda ang bawat grupo ng kanilang iskrip. Kinakailangang handa na ang iskrip sa, ika-7 ng Marso
para sa pagsisimula ng pag-eensayo para sa pagtatanghal.
5. Ang lahat ng grupo ay bibigyan ng pagkakataong mag-video ng kanilang pagtatanghal sa mga oras ng klase
mula ika-11 hanggang ika-22 ng Marso.
6. Kailangang nasa 5 hanggang 10 minuto lang ang gagawing pagtatanghal.
7. Panonoorin sa klase ang nabuong bidyo sa ika-28 at 29 ng Marso.
8. Sa araw ng panonood, may itatakdang grupo na siyang magbibigay ng puna sa napanood nilang bidyo ng
ibang grupo at magbibigay rin sila ng grado batay sa mga pamantayang itatakda.
9.Narito ang mga pagpapahalagang isasadula:
1. Pakikipagsapalaran at Pagsasakripisyo
2. Determinasyon
3. Pagpanig sa Kabutihan
4. Paggalang sa Nakatatanda at Nakatataas
5. Wagas na Pagmamahal
6. Matibay na Pananampalataya

D. Decide a performance task that assess complex skills. (by major/discipline)

KOMPREHENSIBONG PAGBABALITA

Naisasagawa ng mag-aaral ang isang komprehensibong pagbabalita (news casting) tungkol sa

kanilang lugar.

GRASPS
Naglunsad ng patimpalak sa pagbobrodkast ng balita sa Filipino ang ABS-CBN sa pakikipag-
ugnayan sa Kagawaran ng Edukasyon (DepEd). Bukas ito sa lahat ng mag-aaral sa ika-7 baitang.
Layunin ng patimpalak na ito na tumuklas ng mga batang may angking husay sa pagbabalita sa
Filipino.
Ang magwawagi ay magiging bahagi ng ilulunsad na programang balitaan para sa mga
kabataan. Ang unang antas ng paligsahan ay sa paaralan isasagawa kaya ikaw at ang iyong mga
kaklase ay lalahok dito. Ang Ulat balita ay huhusgahan ayon sa rubrik na nakalahad sa ibaba:

Pagdedeliber ng ulat (tamang pagbigkas at angkop na ekspresyon) 30%

Kalidad ng boses 20%
Anyo sa kamera 20%
Dating/Hikayat sa manonood 10%
Continuity/ Daloy ng buong programa 20%
 E. Provide example of performance task with scoring criteria. (by major/discipline)
DULA-DULAAN
Gumawa ng dula-dulaan tungkol sang mga isyu nanagagamap sa kasalukuyan.
Mekaniks:
1. Hahatiin sa 5 grupo ang buong klase. (5 miyembro kada grupo)
2. Magtatakda ang mga grupo ng kanilang tagasulat ng iskrip, tagapaghanda ng mga props, direktor, at mga
gaganap.
3. Maghahanda ang bawat grupo ng kanilang iskrip. Kinakailangang handa na ang iskrip sa, ika-8 ng Marso
para sa pagsisimula ng pag-eensayo para sa pagtatanghal.
4. Kailangang nasa 5 hanggang 10 minuto lang ang gagawing pagtatanghal.
5.Narito ang mga pagpapahalagang isasadula:
1. Pakikipagsapalaran at Pagsasakripisyo
2. Determinasyon
3. Pagpanig sa Kabutihan
4. Paggalang sa Nakatatanda at Nakatataas
5. Wagas na Pagmamahal
6. Matibay na Pananampalataya

KRAYTIRYA LUBHANG KASIYA- KASIYA-SIYA HINDI KASIYA- KABUUANG

SIYA SIYA MARKA

4 2
3

Kasanayan Mahusay na nailahad ang Maayos na nailahad ang Hindi gaanong

dayalogo ng tauhan. dayalogo ng nailahad ang
Gumagamit tauhan. dayalogo ng tauhan.
ng angkop na ekpresyon.

Script Ipinapakita ang buong Mahusay ang Hindi gaanong

husay ng pagkakagawa ng pagpapakita ng Script sa malinaw ang
Script sa dula - dulaan. dula script sa dula-dulaan.
dulaan subalit may
kaunting kalinangan.
Teamwork at Kasama lahat ng kasapi ng Kasama lahat ng kasapi May mga kasapi sa
Partisipasyon pangkal sa dula-dulaan. ng pangkat sa pangkal na hindi
duladulaan subalit may nakilaan ng
kalituhan ang ilan sa pagganap.
kanilang pagganap.
Pagkakagana Makatotohanan at Hindi gaanong Hindi makatotohanan
p ng Tauhan kapanipaniwala ang makatotohanan at at kapani-paniwala
pagkakaganap ng mga kapanipaniwala ang ang pagkakaganap ng
tauhan mula sa pagkakaganap ng mga mga tauhan mula sa
pananalita, galaw al tauhan mula sa pananalita, galaw at
ekspresyon ng mukha. pananalita, galaw at ekspresyon ng
Mahusay na paglalarawan ekspresyon ng mukha.
ang realidad na sitwasyon mukha.
sa dula- dulaan.
Kasuotan at Naakma ang kasuotan ng May mga tauhan na Hindi akma ang
Props mga hindi akma ang kasuotan na ginamit
tauhan sa dula-dulaan. kasuotan. May ilang ng bawal tauhan.
Kumpleto al naangkop ang props na hindi angkop Hindi angkop ang
ginamit na props ang lahat ng
pagkakagamit. props na ginamit

Kabuuang marka
KATUMBAS NA GRADO:
20 = 100% 16 =90% 12 = 80%
19 = 97% 15 = 87%
18 = 95% 14 = 85%
17 = 92% 13 = 82%
F. Enumerate the general guidelines in designing performance assessment.
1. What are the outcomes to be assessed?
2. What are the capabilities/skills implicit or explicit in the expected outcomes (e.g. problem-solving,
decision-making, critical thinking, communication skills)?
3. What are the appropriate performance assessment tasks or tools to measure the outcomes and skills?
4. Are the specific performance tasks aligned with the outcomes and skills interesting, engaging,
challenging, and measurable?
5. Are the performance tasks authentic and representative of real-world scenarios?
6. What criteria should be included to rate students' performance level?
7. What are specific performance indicators for each criterion?

G. What are the steps in planning and implementing the performance assessment?
1. Define the purpose of performance or product-based assessment.
The teacher may ask the following questions?
- What concept, skill, or knowledge of the students should be assessed?
- At what level should the students be performing?
- What type of knowledge is being assessed (e.g., remembering to create)?
2. Choose the activity/output that you will assess.
The required performance or output should be feasible given the time constraints, availability of
resources, and amount of data/materials needed to make an informed decision about the quality of a
student's performance or product. The performance tasks should be interesting, challenging, achievable,
and with sufficient depth and breadth so that valid evaluation about students' learning can be made.
3. Define the criteria.
Criteria are guidelines or rules for judging student responses, products, or performances. Before
conducting the assessment he performance criteria should be predetermined. The set of criteria should
be discussed and agreed upon by the teacher and the students. Performance criteria are important since
they define for the students the types of behavior or attributes of a product that are expected, as well as
allow the teacher and the students to evaluate a performance or product as objectively and a consistent
as possible.
4. Create the performance rubric.
A rubric is an assessment tool that indicates the performance expectations for any kind of
student work.
5. Assess student's performance/product.
This is to ensure objective, consistent, and accurate evaluation of student's performance. It is
also important to provide specific and meaningful feedback and explanation to students on how they
have performed the tasks, clarifying to them what they understand, what they don't understand, and
where they can improve.

H. Answer the “Over –all Desired Learning Outcomes on page 44.

Subject: MF 15- Maikling Kuwento at Nobelang Filipino
Overall Desired Learning Outcomes:
Desired Learning Outcomes Course Topic Types of Performance task
Maibibigay ang kahulugan ng Kahulugan at Layunin ng Oral recitation, Portfolio
maikling kuwento. Maikling Kuwento

Matutukoy ang mga bahagi at Kahulugan at Layunin ng Oral recitation, Portfolio

elemento ng maikling kuwento. Maikling Kuwento

Nasasabi ang mga uri ng maikling Uri ng Maikling Kuwento Oral recitation, Portfolio
kuwento.

Nakakahambing ng tatlong uri ng Uri ng Maikling Kuwento Oral recitation, Portfolio

maikling kuwento.

Nakakagawa ng isang maikling Uri ng Maikling Kuwento Oral recitation, Portfolio

kuwento gamit ang isang uri ng
maikling kwento.
 I. Answer the portfolio assessment in page
49.
Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century
learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and
knowledge of your content (5C).
WHAT OUTPUT/S IN THIS LESSON
SHOWS YOU ARE VERY GOOD IN
FOLLOWING:
1. Content (the output reflects
understanding of the topic discussed)
2. Critical Thinking (the output reflects
ability to critique/evaluate/solve
problems)
3. Creative Thinking (the output
reflects ability to create new ideas)
4. Communication (the output reflects
ability to express one's ideas in words
or actions)
5. Collaboration (the output reflects
ability to work well with others)
CHOSEN OUTPUT WHY?
Ex: Constructed Table of Because it reflects the framework of
specifications the test, which is the revised bloom’s
taxonomy where the six cognitive
processes are given as well as the four
dimensions of knowledge.
One-Minute Papers One-minute papers are usually done
at the end of the day. Students can
work individually or in groups here.
They must answer a brief question in
writing.
Hand It In, Pass It Out Run this short exercise to build topic
comprehension.
It starts by posing a question with an
objective answer that’s explainable in
a few sentences. Without writing their
names down, students should answer
the question on plain sheets of paper.
As they hand the papers in to you,
quickly distribute them back to
students at random. Explain what the
correct answer is, so that they can
grade the paper they’ve received. In
doing so, they’ll improve their
understanding of the topic. Conclude
the exercise by taking a poll to
measure how many papers had the
right response.
Four Corners Encourage physical activity while
gauging general student
comprehension through this aptly-
named exercise.
Partner Quiz Develop peer teaching skills in your
class by running partner quizzes,
which also allow students to assess
themselves.
To launch a partner quiz, pair
students together and provide an
open question to tackle. As they work
to solve it, encourage them to give
each other corrective feedback --
identifying mistakes and explaining
how to reach proper solutions. Once
the pair has answered the question,
each student can independently work
on a question related to the same
concept. You can collect responses to
wrap up the exercise.
SET 2. TOPIC ON AFFECTIVE ASSESSMENT
A. Define Affective Assessment.
Affective Assessment is an assessment based on the student’s attitudes, interest and values.

B. What are the qualities included in the Affective domain according to Krathwohl (1964)?
1. Receiving – Is the learner aware of or responding to the environment? The focus is on simple
awareness and selective attention.
2. Responding – Can the learner show a new behavior due to an experience? The focus is on
interest, seeking, and enjoyment.
3. Valuing – Does the learner show involvement and commitment? The focus is on attitudes and
appreciation.
4. Organization – Has the learner combined and conceptualized a new value giving it
priority? The focus is on philosophy of life.
5. Characterization by Value – Does the learner act consistently with the new value? The focus
is on patterns of adjustment.

C. Enumerate the Affective variables of learning.

1. Attitudes
2. Values and Beliefs
3. Interest
4. Motivations
5. Self-confidence

D. Give the different assessment methods used in Affective Learning and describe each.
1. Self-Report.
This is the most common measurement tool in the affective domain. It essentially requires an
individual to provide an account of his attitude or feelings toward a concept or idea or people. Self-
reports are also sometimes called "written reflections". In using this measurement tool, the teacher
requires the student to write his/her thoughts on a subject matter, like, "Why I like or dislike
Mathematics". The teacher ensures that the students write something which would demonstrate the
various levels of the taxonomy (from receiving up to characterization)
2. Rating Scale.
This is a set of categories designed to elicit information about a quantitative attribute in social
science. Common examples are the Likert scale and 1-10 rating scales for which a person selects the
number which is considered to reflect the perceived quality of a product. The basic feature of any rating
scale is that it consists of a number of categories. These are usually assigned integers.
3. Semantic Differential Scales
Tries to assess an individual's reaction to specific words, ideas or concepts in terms of ratings on
bipolar scales defined with contrasting adjectives at each end. An example is shown below:
4. Likert Scale
Is a simple and widely used self-report method in assessing affect. It requires that individuals tick
on a box to report whether they "strongly agree", "agree", "undecided", "disagree", or "strongly
disagree", in response to a large number of items concerning attitude object or stimulus.
5. Checklists
Are the most common and perhaps the easiest instrument to construct in the affective domain. A
checklist consists of simple items that the student or teacher marks as "absent" or "present".

E. Answer “Exhibit C” 1 and 2 on page 72.

1. Examine the items that are contained in the above rating scales. Suppose you were asked to respond
to the questionnaire.

a. What does your teacher want to assess about you in Exhibits A-C?

b. What different behaviors were included in assessing your attitude about reading? About
learning of mathematics?

c. What behaviors were included in assessing your confidence in reading?

2. Consider yourself as a teacher. Give examples of specific interview questions you can ask your
students about the traits being assessed in any of the above sample rating scales.
F. Answer Portfolio Assessment on page 80.
Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century learning
and innovation skills: critical thinking, creative thinking, communication, collaboration, and knowledge of
your content (5C).

WHAT OUTPUT/S IN THIS LESSON CHOSEN OUTPUT WHY?

SHOWS YOU ARE VERY GOOD IN
FOLLOWING:

1. Content (the output reflects
understanding of the topic discussed)
Ex: Constructed Table of
specifications
Because it reflects the framework of
the test, which is the revised bloom’s
taxonomy where the six cognitive
processes are given as well as the four
dimensions of knowledge.

2. Critical Thinking (the output reflects
ability to critique/evaluate/solve
problems)
Strategic Questioning
Because effective formative
assessment strategies involve asking
students to answer higher-order
questions such as “why” and “how.”
Higher-order questions require more
in-depth thinking from the students.
They can help the teacher discern the
level and extent of the students’
understanding.

3. Creative Thinking (the output
reflects ability to create new ideas)
3–2–1 Countdown When students learn something they
find useful, they're likely to want to
use that learning in some way. Have
students end the day with this one.
Give them cards to write on, or they
can respond orally. They are required
to respond to three separate
statements:

3 things you didn't know before

4. Communication (the output reflects
ability to express one's ideas in words
or actions)
5. Collaboration (the output reflects
ability to work well with others)
2 things that surprised you about this
topic
1 thing you want to start doing with
what you've learned
Classroom Polls Polls let students give responses
quickly and accurately. A silent poll is
perfect for those "shy" students who
have trouble speaking up. These are
also a quick way to check
understanding using mobile
technology.
Round Robin Charts formative Because it is where students are
assessment situated around a table in an
academic discussion. Like other
brainstorming sessions, students
generate ideas on a specific topic or
question. However, with this strategy,
there is equal participation among
students as well as multiple
discussions taking place.
SET 3. TOPIC ON PORTFOLIO ASSESSMENT

A. What is a Portfolio?
Alternative to pen-and-paper objective test as an approach to assessing students’ learning.
Examination of student-selected samples of work experiences and documents related to outcomes being
assessed, and it can address and support progress toward achieving academic goals, including student
efficacy.

B. Why would teacher assess student’s learning using a portfolio?

To improve the students’ learning and to diagnose his/her learning needs, then the works in the
portfolio usually are determined by teachers. Student is given feedback for his/her works by teachers
and peers. These kinds of feedbacks are used to improve the students’ learning. Portfolio is to assess the
student progress over an extended period of time, and to provide evidence for grades, than the portfolio
contains some standard work for everyone and the works in the portfolio are selected by students.

C. What are the advantages of portfolio assessment for both the teachers and students?\
Portfolios provide teachers with a tool for showing what, how, and how well students learn both
intended and incidental outcomes. They provide students and teachers with creative, systematic, and
visionary ways to learn, assess, and report skills, processes, and knowledge.

D. Give the three (3) guiding principles in working on a Portfolio.

1. Content principle
2. Learning principle
3. Equity principle

E. Explain the Steps in developing a Portfolio.

1. Set Goals
The students set their goals in developing a learning portfolio. To guide the students in stating
their goals, the teachers may articulate first the goals of the course or subject and his or her expectations
to the students.
2. Collect
The students start collecting all possible entries in their portfolio. They should be advised to have
a temporary container for all their entries, and this should be placed in the school so that keeping of
entries will be part of the daily activities of the students.
3. Select
The students are asked to select what will finally be used to gauge their success from all their
collections of possible entries in a portfolio.
4. Organize
The students decide on how they will organize their entries.
5. Reflect
An important trait of a portfolio is the presence of students' reflections of their experiences.
Making reflective journals, log of entries, and labeling an evidence in a portfolio are just some of the
different ways to show knowledge, understanding, attitudes, values, writing skills, and creativity.
6. Evaluate
The students, their peers and teachers, or even the parents are involved in rating the
achievement of the students based on their evidence of learning, their reflections of their experiences,
and the organizations of their portfolio.
7. Confer
The teachers confer with the students or parents to discuss the students' performance and
progress of learning.
8. Exhibit
Celebrate success in the form of an exhibit of students' portfolios. The highlight of the exhibit is
the awarding of the best learning portfolio.
F. Answer Portfolio Assessment in page 95.
Directions: Choose one (1) output in this lesson that can best show your ability in the 21st century
learning and innovation skills: critical thinking, creative thinking, communication, collaboration, and
knowledge of your content (5C).

WHAT OUTPUT/S IN THIS LESSON CHOSEN OUTPUT WHY?

SHOWS YOU ARE VERY GOOD IN
FOLLOWING:

1. Content (the output reflects
understanding of the topic discussed)
Ex: Constructed Table of
specifications
Because it reflects the framework of
the test, which is the revised bloom’s
taxonomy where the six cognitive
processes are given as well as the four
dimensions of knowledge.

2. Critical Thinking (the output reflects
ability to critique/evaluate/solve
problems)
3. Creative Thinking (the output
reflects ability to create new ideas)
3-Way Summaries The idea here is to use different
modes of thinking and attention to
detail. Students can work in groups or
individually.
Exit/Admit Tickets A simple but effective formative
assessment is the exit ticket. Exit
tickets are small pieces of paper or
cards that students deposit as they
leave the classroom. Students write
down an accurate interpretation of
the main idea behind the lesson
taught that day. Next, they provide
more detail about the topic.

Admit tickets are done at the very

beginning of the class. Students may
respond to questions about
homework, or on the lesson taught
the day before.

4. Communication (the output reflects
ability to express one's ideas in words
or actions)
Think-Pair-Share This is one of the many formative
assessment strategies that is simple
for teachers to use. The instructor
asks a question, and students write
down their answers. Students are
then placed in pairs to discuss their
responses. Teachers are able to move
around the classroom and listen to
various discussions. It lets them gain
valuable insight into levels of
understanding.

5. Collaboration (the output reflects
ability to work well with others)
Creative Extension Projects
Students can create a large scope of
projects to demonstrate
comprehension. Quick projects help
them apply the higher-order levels of
Bloom's Taxonomy. These don't have
to be big and complicated. They can
take a day, a half-day, or even an
hour.

G. In TTL 1 you have a submitted a digital portfolio. What are the entries you made in
that portfolio?
The entries that I have submitted in my digital portfolio was my compilation my learning
kits, worksheets and activities that we submitted during the first semester. I also put my photo
with reflection about my experiences on making the digital portfolio for the first time.
H. Read the “Educators Input” on page 95 and write a reflection paper.
A portfolio is an organized collection of work that demonstrates a designer’s skills,
abilities, and interests, and is an integral part of providing evidence of that designer’s
competence. Portfolios come in all sorts of shapes and sizes, and vary greatly across different
design disciplines and platforms.
Print portfolios have been the standard method of presenting work for years, but the digital
age has emphasized the need for designers to have an internet presence. Printed portfolio are
cumbersome and fragile. After all the time you put into creating your print portfolio, the last
thing you want to do is bump a corner against a doorframe. Carrying a large portfolio of your
work to an interview is difficult. Designers are constantly creating new work, and hopefully
work that is better than previous work! Unfortunately, print portfolios tend to be very final,
and are difficult to update with recent work. In the past, designers mailed out their portfolios
to potential employers. Compared to the accessibility of an online portfolio, a print portfolio is
tough to reproduce and distribute and it’s also expensive. While the Digital Portfolios always
available, since the designer doesn’t need to be physically present, or send in or bring a
physical object. Digital portfolios are always available to be viewed. Sending your portfolio is
only a click away when it is digital, no postage required. Digital portfolios are flexible, and open
to changes. New work can go in almost immediately, without needing to redo everything else.
And when viewing work on a screen, you have the ability to zoom in and move around the
work, in ways that you can’t with print work.