This document discusses using student portfolios as a learning, monitoring, and assessment tool. It aims to encourage cognitive development and meaningful learning experiences. Portfolios are a collection of student work that show effort, progress, and achievements. They are made in folders containing dated work that allow judging improvements. Students keep portfolio works and self-assess with teacher input. Portfolios support a constructivist view of active learning and help students rethink works by improving papers. They integrate diverse experiences and encourage self-reflection to authentically assess learning.

1. “THE STUDENT´S PORTFOLIO A
LEARNING TOOL, FOR MONITORING AND
ASSESSMENT”
LICEO ALEJANDRO DE HUMBOLDT
SCHOOL
NOVEMBER 2013

2. INTRODUCTION
OUR
ROLE
AS
TEACHER
MUST
ENCOURAGE
THE
STUDENT S
CONGNITIVE
DEVELOPMENT,
FACILITATING
EXPERIENCES
AND
GIVING
THE
STUDENTS
THE
POSSIBILITY
OF
MEANINGFUL LEARNING
EXPERIENCES
FOR DEVELOPING THEIR
REFLECTIVE
AND CRITICAL
THINKING NECESSARY
FOR THE LIFE THEY HAVE TO FACE.

3. MY SCHOOL
A WONDERFUL PLACE FOR
STUDYING

4. THE BEST HUMAN BEINGS

5. GENERAL PURPOSE
• Implement the portfolio as a learning
tool of monitoring, assessing and
training students.
• Contribute to the improvement of the
student s adquisition learning process.

6. SPECIFIC PURPOSES
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
school.
Collect the materials worked in class
with the purpose of improving when it
is necessary or strengthen it.

7. Incorporate the portfolio as an individual
tool for qualitive assessment of student's
achievements.
Sentizate the students to be responsible of
their own learning.

8. 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.

9. HOW IT IS MADE
• It is made in a folder.
• it has a presentation page.
• The folder keeps the collection of dated
student works.
• It keeps the Improvements of works.

10. 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.

11. • 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

12. TEORICAL FRAMEWORK
• 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

13. CONSTRUCTIVISM
• 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
teacher.

15. MEANINFUL LEARNING
• David Ausubel of meaningful learning, like
other
cognitivists
theory
postulates
that learning involves active restructuring of
perceptions, ideas, concepts and schemes that
the learner has in his cognitive structure. Its
position
can
be
classified as constructivist (learning is not
simply
a
passive
assimilationof
information literally transforms the subject and
structure) to that extent the portfolio is a tool
to re think and re-thought by improving the
papers
that
lead
the student to learn.

17. 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.

18. 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."

19. CONCLUTIONS
integrate diverse experiences in and out of the
classroom.
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.