This document discusses portfolios, including what they are, their contents, purposes, types, and how to implement them. It defines a portfolio as a collection of student work gathered for assessment. Portfolios can include creative covers, letters, artifacts, reflections, and goals. They are useful for documenting standards mastery, growth over time, and concepts learned. Types include writing, literacy, best work, unit, and year-long portfolios. Implementing portfolios involves collecting work, students selecting key pieces, and reflecting on their learning process and selections.
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This is useful for students whose topic is concerned about the new curriculum of the Philippine Education. This is presented in a brief yet understandable way for students' usage in their course subject.
Describe an emergent reader and emergent writer
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I hadn't got the chance to present this to my classmates and share it with them due to time constraint, and now I am putting this presentation as to help those people who were looking for a presentation the same as this.
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Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
2. Student Learning Objectives
• Define a portfolio
• List types of portfolios
• Explain why portfolios are useful in the
classroom
• Recognize the portfolio process
3. What is a Portfolio?
• “A portfolio is a collection of student work
gathered for a particular purpose that
exhibits to the students and others the
student’s efforts, progress, or
achievement in one or more areas.”
• It is an ongoing assessment
4. Contents of a Portfolio
• Creative Cover
• Letter to the Reader
• Table of Contents
• Six-Seven Student Artifacts
• Reflections
• Self-Evaluation
• Goal-Setting Page
• Conference Questions (optional)
5. Purpose a Portfolio
1. Document meeting district, state, or national
standards
2. Connect several subject areas to provide an
“integrated” assessment of the student
3. History/Record of student’s growth and
development over extended periods of a
semester, year or clusters of grades
4. Document the key concepts taught by teachers
5. Share at a job interview, promotion or
college entrance review.
6. Types of Portfolios
Writing
Process Folios
Literacy
Best-Work
Unit
Integrated
Year-long
Standards
7. Why Should We Use Portfolios?
• Tools for discussion with • Demonstrations of different
peers, teachers, and parents learning styles, multiple
• Demonstrations of students’ intelligences, cultural diversity
skills and understanding • Options for students to make
• Opportunities for students to critical choices about what
reflect on their work they select for their portfolio
matacognitively • Evidence to examine that
• Chances to examine current traces the development of
goals and set new ones students’ learning
• Documentation of students’ • Connections
development and growth in between prior
abilities, attitudes and knowledge and new
expressions learning
8. REMEMBER!
• “The FINAL PRODUCT is important, but
the PROCESS is equally important and
probably conveys more about how the
student learns.”
• The process of metacognition-thinking
about one’s thinking-helps students
become more self-reflective and
more empowered as stakeholders in
their learning.
9. How to implement Portfolios
Step 1:
Collect everything in a working portfolio
Step 2:
Select key pieces for final portfolio
Step 3:
Reflect on the selections
10. Step 1: Collection Process
• Ways of storage include:
large cardboard boxes,
cereal boxes, file folders,
CD’s, filing cabinets
• Working Portfolios:
Collect or make copies of
student work
• Variety of artifacts:
worksheets,
Videos, pictures, objects,
etc.
11. Step 2: Selection Process
1. WHO should select the items that go into
the final portfolio?
(TEACHERS & STUDENTS)
2. WHAT items should be selected?
(LESS IS MORE)
3. WHEN should these items be
selected?
(beginning, middle and end of the
year)
12. Step 3: Reflection Process
• Create situations which students must
think about their own thinking.
• Students who are aware of their learning
processes, are more likely to establish
goals for their education and are more
deeply engaged.
• Reflections are the heart and
soul of portfolio, but reflections
doesn’t just happen
13. Labeling of work
Best Work
Most Difficult
Most Creative
A Nightmare
First Draft—more to come
14. Reflection Stems
This piece shows I’ve met standard # ___
because…
This piece shows I really understand the
content because…
This piece showcases my ____ intelligence
because…
15. Mirror Page
Description of piece
Piece of Student Work
Reflection on piece