CULMINATING

ACTIVITY;
“WRITE A CONCEPT ANCHORED ON
THE PREPARED PLAN/ PORTFOLIO”
PORTFOLIO
• A portfolio is a “ flat case for carrying papers and
drawings” (Merriam- Webster Dictionary, 2015)’ Indeed,
Portfolios are used by painters, architects, and other artists
to showcase samples of their best work. Portfolios in
education, on the other hand, contain samples or evidences
of what students have learned in a particular subject area at
a given time.
• “ A portfolio is a purposeful, integrated collection of
student work showing effort, progress, or achievement in
one or more areas” (Belgrad, Burke, and Fogarty, 2008, 2). It
is also a “record of learning that focuses on students’ work
and their reflections on the work” (Benson and Barnett,
1999, 14). Indeed, it is another way assessing student
learning without the use of standardized tests and
evaluation.
Project Portfolio - A project portfolio
emphasizes how a student completed
discipline-based procedures or processes. The
projects documented usually represent tasks
or skills that professionals in the field usually
do in real life.

Academic Portfolio or Standards-Based

Portfolio - An academic portfolio is a
collection of student work that represents
achievement of the content and performance
standards for a given course.
Showcase Portfolio - Similar to the original
meaning of “portfolio,” a showcase portfolio is a
collection of a student’s best work in a given
discipline or subject area. The student is the one
who selects which work he/she considers best and
why.

Growth Portfolio - A growth portfolio

demonstrate how a student developed particular
skill or knowledge over time. It provides evidence of
a student’s progress in a learning area. Unlike a
showcase portfolio, you not only see a student’s best
work, but also see the student’s journey toward
achieving excellence in the given skill.
For the Individual Learning Portfolio, we shall be
combining the elements of the showcase portfolio
and the standards-based portfolio. This means
that your portfolio must contain your best work or
most significant experience in each of the subjects
you have taken under the GAS Track.
The following are the Portfolio guidelines:

MY PORTFOLIO

You may use any printed format for this

portfolio as long as it contains all required
components. It must also comply with the
criteria as reflected in the rubric provided.

PURPOSE OF THE PORTFOLIO

To showcase the student’s best work (within

or outside class) that reflects achievement of
learning goals in each of the specialized
subjects under the GAS Strand.
PARTS OF THE PORTFOLIO
(Hopkinton High School,1999,194)

1. Cover Page -- The student may creatively design

the cover as long as it includes the following
information: name of student, grade level, section,
school year, name of school, and name of teacher.

2. Portfolio Checklist and Self-Assessment--

Checklist of requirements and self-assessment
using the rubric provided.
3.Table of Contents
4. Preface-- A narrative that provides a brief background of
yourself and why you are making a portfolio. It must also
describe the reasons and process you used in selecting the
artifacts or works you have included in your portfolio. Finally, it
should include your all overall reflection and learning.
5.Presentation of Selected Work
Format:

a. Subject -- Identify the subject where each artifact belongs.

• Introduction to World Religions and Belief Systems
• Disciplines and Ideas in the Applied Social Sciences (DIAS)
• Creative Writing
• Creative Nonfiction
• Disciplines and Ideas in the Social Sciences
• Philippine Politics and Governance
• Trends and Critical Thinking in the 21st Century Culture
b. Artifacts -- The student’s best work may include actual
student output within or outside class; photo of a school
presentation/performance; reflection paper; awards;
commendations; etc. You may include memorabilia
related to the main artifact you are presenting.
c. Description of the Artifact -- Brief narrative describing
what, when, where, how, and why of the chosen artifact.
d. Learning Goals Reflected -- Content or performance
standard related to the artifact.
e. Reflection on the Artifact -- This may include your most
significant learning or realization about
yourself or the subject.
6.Personal Vision and Goals for the Future --
Narrative that describes your dreams, goals, and
aspirations for yourself for the next 10 years. Some
questions you may use as guide are the following:

• Where do you see yourself ten years from now?

What would you be doing?
• What have you achieved personally and
professionally?
• What would you do to make these dreams and
aspirations happen?
Portfolio Development Phases

According to Johnson, Mims-Cox, and Doyle-Nicholas

(2010), the development of portfolios in education
normally goes through six phrases, namely:

1. Projection- This is the stage where students

define the goal or purpose of the portfolio. In
this case, the purpose of the portfolio is to
showcase their best work and connect them to
the course standards. At this stage, the students
also identify subtasks necessary in developing
the portfolio. They would also estimate the time
and resources available the project.
2. Collection- The student collects and
retrieves as many evidences or outputs
from the course.
3. Selection- the student evaluates all
of the artifacts gathered using criteria
appropriate for the purpose of the
portfolio. In this case, the criteria would
focus on excellent artifacts that are
aligned with the standards of the
course.
4. Reflection- The student makes
personal and academic insights based
on the artifacts gathered. This includes
reflections for each artifact and
reflections for the whole portfolio.
5. Self-Assessment – Using the rubric
or criteria provided by the teacher, the
student evaluates the completed
portfolio. A student enhances the
portfolio in the areas he/she rated low.

6. Connection and Presentation-

Students share their portfolio with
classmates, teachers, and even
parents. They are also given the
opportunity to provide feedback on the
portfolio.
 THANK YOU

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