Portfolio as a Communication

Medium
Presented by:
Gawat, Kimberly
Villanoza, Catherine Joy
Viray, Rojean
Objectives:
• Identify the definition and types of portfolio.
• List the different features and principles of
portfolio.
• Create their own portfolio.
 Portfolio

 Are collection of student work that allows assessment by providing evidence

of effort and accomplishments in relation to specific instructional goals.

 Is a systematic process and purposeful collection of students work to

document the student learning progress, efforts, and achievement towards
the attainment of learning outcomes. It is a systematic process that follows a
well-organized collection of products of student work.
 Features and Principles of Portfolio
Assessment
1. A portfolio is a form of assessment that students do together with their teachers.
2. A portfolio represents a selection of what the students believe are best included from
among the possible collection of things related to the concept being studied.
3. A portfolio provides samples of the student’s work which shows growth over time.
4. The criteria for selecting and assessing the portfolio contents must be clear to the
teacher and the students at the outset of the process.
 PURPOSES OF PORTFOLIO
ASSESSMENT
1. Portfolios give students the opportunity to direct their own learning.
2. Portfolios can be used to determine students’ level of achievement.
3. Portfolios can be used to understand how student think, reason, organize,
investigate, and communicate.
4. Portfolios can be used to communicate student efforts, progress toward
accomplishing learning goals, and accomplishments.
5. Portfolios can be used to evaluate and improve curriculum and instruction.
Types and Uses of Portfolio
 Types of portfolios

1. Process or Learning Portfolio

2. Assessment Portfolio
3. Showcase or Presentation Portfolio
4. Hybrid Portfolio
1. Process or Learning Portfolio
• A Work in Process
 “Teacher – student portfolio”
 The purpose is to capture the learning process. It’s also called a development portfolio, a
reflection portfolio, or a formative portfolio.
 Process portfolios are considered works-in progress and include both self-assessment
and reflection.
 It encompasses the stages of learning and provides progressive records of student
growth.
 All the work of the students in this type of portfolio are scored, rated, ranked, or
evaluated.
2. Assessment Portfolio
• Used for Accountability
 Used to document what a student have learned, or to demonstrate what they have
mastered.

 May not be the most popular choice for schools as they are not student-centered;
artifacts are chosen based on the curriculum.

 The primary purpose of this is to evaluate student’s competency as defined by

program standards and outcomes.
3. Showcase or Presentation Portfolio
• A collection of Best Work
 This type of portfolio is created at the end of a program to highlight the quality
of student work.
 Focuses on the student’s best and most creative work, and it exhibits the best
performance of the students.
 Typically, this portfolio shows potential employers to gain employment at the
end of a degree program.
 Focus on the portfolio as a product and are also typically called professional
portfolios, formal portfolios, or career portfolio.
4. Hybrid Portfolio
A combination of the showcase, process, and/or assessment
portfolio.
Canadian EdTech leader George Couros explains how two
types of portfolios can come together with some examples.
 Learning [process] portfolio: If a student were to take a video of them
reading in four consecutive months, you would see all readings over time
to see development and growth.
 Showcase portfolio: If a student were to take a video of them reading in
four consecutive months, they would pick the best one from the four
samples.
 The good thing about using this portfolio is that you do not have to
choose; you can do both.
 Uses of Portfolio

1. It can provide both formative and summative opportunities for monitoring

progress toward reaching identified outcomes.
2. Portfolios can communicate detailed information about what is expected of
students in terms of the content and quality of performance in a specific
curriculum.
3. Useful to showcase periodic or end of the year accomplishments of the students
such as in poetry, reflection on growth, and samples of best work among others.
4. Used to facilitate to communication between teachers and parents regarding their
child’s achievement and progress in a certain period.
Electronic Portfolio
What is an Electronic Portfolio?
 Selective and purposeful
collection of digital samples of
student work may be created in
digital form, scanned from
original hand work or
photographs, or captured from a
digital camera or video camera
This Photo by Unknown Author is licensed under CC BY-SA-NC
 How can an Electronic Portfolio be
developed?
 Can be used to profile multiple
dimensions to form an authentic
assessment of students' academic
progress
 May be kept on a server, a CD, or the
internet.
OLD way
 Traditionally, portfolios have been stored in
boxes and three-ring binders.
• Although this format works fine for paper and
other print-based materials, it misses many
other ways of communicating ideas.
New Way – New Format!
 Over the past decade, many people have
found electronic portfolios as an effective
way to more clearly present information not
only through text, but also through visuals,
audio, and video formats.
 Documents can be stored on hard drives, Zip
disks, or DVD/CD-ROM in many digital
formats such as text documents, picture files,
web pages, digital video, and presentation
files
 Benefits of Using Electronic Portfolios

 Serves as a dynamic record of student progress and achievements.

 Provides a unique record for the future for students, teachers, parents, and employers.
 Easy to maintain a large collection of student work.
 Work can be collected as it is created and presented when needed.
 Information can be presented in multiple ways.
 Provides a challenging learning opportunity.
 Can be used for self-reflection, assessment, and evaluation.