PROF-ED 8 REPORTING

Reporter 6
Geraliza B. Lajo
Ricardo Diego
Manuel Cabauatan
Aiza Bagsak
PORTFOLIO AS A COMMUNICATION MEDIUM
A. DEFINITION OF PORTFOLIO
B. PORTFOLIOS AND AUTHENTIC ASSESSMENT
NATURE AND CHARACTERISTICS
ANALYZING THE KEY COMPONENTS IN PORTFOLIOS
TYPES AND USES
C. E-PORTFOLIOS
What is Portfolio?
A portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress
and achievements in one or more areas. The collection must include student participation in
selecting contents, the criteria for selecting, the criteria for judging merits, and evidence of
student reflection. (Leon Paulson, Pearl Paulson, and Carol Meyer,1991)
A portfolio is a collection of evidence that is gathered to show a person’s learning journey over
time and to demonstrate their abilities (Buttler, 2006)
Portfolios and Authentic Assessment

 A portfolio is a type of assessment.

 Sometimes the portfolio is also evaluated and graded, but that is not necessary to be
considered an assessment.
 Portfolios are authentic assessment.
 Portfolios provide an excellent vehicle for consideration of process and the development
of related skills.
Nature and Characteristics
1. Multisourced
 Allows opportunity evaluate a variety of specific evidence and a student-teacher
dialogue.
  Include both people and artifacts.
2. Authentic
 Context evidence are directly linked.
 The items selected or produced for evidence should be related to program
activities as well as the goals and criteria.
 If the portfolio is assessing the effect of a program on participants or
communities, then the “evidence” should reflect the activities of the program
rather that skills that are gained elsewhere.
3. Dynamic
 Capturing growth, change and it caters to individuals in heterogeneous class.
 Data or evidence is added at any points in time, not just as “before and after”
measures.
 Rather than including only the best work, the portfolio should include examples
of different stages of mastery.
4. Explicit
 Purpose and goals are clearly defined.
 Has clear goals, they are decided on at the beginning of instruction and clear to
teacher and students.
5. Integrated
 Evidence should establish a correspondence between program activities and life
experiences.
 Participants should be asked to demonstrate how they can apply their skills or
knowledge to real-life situations.
6. Based on ownership
 The participants help determine evidence to include and goals to be met.
 Should require that the students engage in some reflection and self-evaluation as
they select the evidence to include and set or modify their goals.
7. Multipurposed
 Allowing assessment of effectiveness of the program while assessing the
performance of the participant/student.
 Evaluates the effectiveness of your intervention.
 Evaluates the growth of individuals or communities.
 Serves as a communication tool when shared with family, other students, or
community.
Analyzing the key components in portfolio

 The teacher provides feedback on the portfolios.

 Student-teacher conferences- the main philosophy embedded in portfolio assessment is
“shared and active assessment”.
  The student and teacher keep careful documentation of the meetings noting the
significant agreements and findings in each session.
 Note conferences must be included in the portfolio as they contain joint decisions about
the individual’s strength and weaknesses.
 Each child’s or student’s portfolio assessment would be geared to his or her individual
needs and goals.
Key elements of portfolio
1. Cover Letter “about the author” and “what my portfolio shows about my process as a
learner”.
2. Table of contents with numbered pages.
3. Entries- both core (items students must include) and optional (items of student’s
choice).
4. Dates on all entries, facilitate proof of growth over time.
5. Draft of aural/oral and written products and revised version
Types and uses.
1. Growth Portfolios

 to show growth or change over time.

 to help develop process skills such as self-evaluation and goal-setting.
 to identify strengths and weaknesses.
 to track the development of one more product/performance
2. Showcase Portfolios

 to showcase end-of-year/semester accomplishments.

 to prepare a sample of best work for employment or college admission.
 to showcase student perceptions of favorite, best or most important work.
 to communicate a student’s current aptitudes to future teachers.
3. Evaluation Portfolios

 To document achievement for grading purposes

 To document progress towards standards
 To place students appropriately
E-PORTFOLIOS
What is an e-portfolios?
An e-portfolio is an electronic format for students to record their work, goals, and
achievements reflect on their learning to share their learning and receive feedback and
feedforward. It enables students to represent information in different formats and depending
on the software, take the information with them between school.
Why use e portfolios?

 Because e-portfolios can provide a means for assessment based on evidence on an

individual’s growth over time and effort not a list of test scores.
 Because evaluating the learners work using a variety of artifacts/graphics, pictures,
multimedia, stories, or projects provides a view into the individuals mind and
capabilities as well as the teaching and learning environment.
What to include?

 Text including hyperlink writing.

 Images, photography, and artwork
 Video
 Audio
 Social media
 Other embeddable content
1. Text

 when students are publishing in their digital portfolio there is probably going to be a lot
of text including students own written context as well as quotes from others.
 one of the key benefits of writing on web is the ability to hyperlink the writing…
2. Images, graphics, and artwork

 Apart from creating drawings by hand or taking photographs, students can make a photo
collage using an app like pic collage or an online tool like adobe spark or Canva, use
images from creative common sites, make infographics and create digital artwork using
wide range of web tools.
3. Video

 video is transforming education and students to be both video consumers and creators.
 videos can bring learning to life and engage students while helping them understand key
curriculum concepts.
5. social media

 you might not have considered using social media as artifacts in digital portfolios, but if
you teach older teens for adults there is a lot of scope for using this type of content.
 most social media platforms now provide an embed code to display a post within a
website.
 Ex. Tweets, Facebook posts, Instagram posts, Pinterest pins or boards, TikTok posts etc.