“THE STUDENT´S PORTFOLIO A
LEARNING TOOL, FOR MONITORING AND
LICEO ALEJANDRO DE HUMBOLDT
FOR DEVELOPING THEIR
FOR THE LIFE THEY HAVE TO FACE.
• Implement the portfolio as a learning
tool of monitoring, assessing and
• Contribute to the improvement of the
student s adquisition learning process.
Implement the portfolio as a tool of
learning, monitoring, assessing and
training the students of the tenth and
eleventh grade of high school at liceo
Collect the materials worked in class
with the purpose of improving when it
is necessary or strengthen it.
Incorporate the portfolio as an individual
tool for qualitive assessment of student's
Sentizate the students to be responsible of
their own learning.
WHAT IS PORTFOLIO?
It is a method of teaching and learning because
it is a purposeful collection of the student works
that shows the student s effort, progress and
achievements in the English learning process.
It contains a variety of dated student product
allowing to judge the student work.
HOW IT IS MADE
• It is made in a folder.
• it has a presentation page.
• The folder keeps the collection of dated
• It keeps the Improvements of works.
HOW IT WORKS
• Each student has his/ her own portfolio.
• the student keeps his/ her works there.
• when the teacher review his /her works the
student must improve them.
• By the work done the student gives his /her
self assessment and the teacher do the same.
• Most of the time the student's
portfolios are in the locate store space.
• together as the teacher as the student
review and assess the portfolio
• The portfolio is supported by a
constructivist view of
learning, conceived as a process in
which the learner builds the concepts
according to their own
experience shared with others and
actively participates in
making decisions about their learning
• Vygotsky’s theory promotes learning contexts
in which students play an active role in
learning. Roles of the teacher and student are
therefore shifted, as a teacher should
collaborate with his or her students in order to
help facilitate meaning construction in
students. Learning therefore becomes a
reciprocal experience for the students and
• David Ausubel of meaningful learning, like
that learning involves active restructuring of
perceptions, ideas, concepts and schemes that
the learner has in his cognitive structure. Its
classified as constructivist (learning is not
information literally transforms the subject and
structure) to that extent the portfolio is a tool
to re think and re-thought by improving the
the student to learn.
THE ERROR AS A WAY OF LEARNING
• A second look and how the student can
improve it for future works.
• The student learn from a mistake after he/ she
admits she/he’s made it.
EVALUATION OF THE PORTFOLIO
• According to Paulson, Paulson and
Meyer, (1991, p. 63): "Portfolios offer a way of
assessing student learning that is different
than traditional methods. Portfolio
assessment provides the teacher and students
an opportunity to observe students in a
broader context: taking risks, developing
creative solutions, and learning to make
judgments about their own performances."
integrate diverse experiences in and out of the
Encourage the student to self reflection.
gather authentic assessment information.
Promote an ongoing process where the
student demonstrate, assess and revise in
order to improve and produce better works.