STUDENT'S PORTFOLIO

PORTFOLIO:-

The portfolio is a compilation of academic work and other forms of educational evidence. It can include awards, honors, certifications, recommendations, written evaluations by teachers or peers, and self-reflection. Advocates argue that portfolios provide a richer, deeper, and more accurate picture of learning.

The portfolio may include digital archives, presentations, blogs, or websites with the same materials as physical portfolios. Digital portfolios may also include student-created videos, multimedia presentations, websites, photographs, or other digital artifacts of learning. Some portfolios are intended to evaluate learning progress and achievement in a specific course. In contrast, others are maintained throughout a student’s education.

 

STUDENT’S PORTFOLIO:-

  The student portfolio can be effective to assess student learning if a rubric or checklist is used to objectively evaluate the portfolio. Students should have opportunities to review the rubric or checklist before starting the portfolio to understand the expectations. The rubric (checklist) needs to identify components to guide the development of the portfolio and clearly define how points are awarded for the grade.

 

How to make students portfolio

1. Providing assessment guidelines

If a rubric or checklist is utilized to analyze the portfolio objectively, it may be an excellent tool for assessing student learning. Before beginning the portfolio, students should have the opportunity to study the rubric or checklist to ensure that they understand the expectations. The rubric (checklist) should include components to aid portfolio creation and explicitly explain how points are awarded for the grade.

2. Organizing the portfolio in a format

The portfolio can be kept on paper in a notebook or scrapbook or kept digitally online or on a flash drive.

3. Reflecting on learning experiences

Students can study the course content requirements and decide what to add to their portfolio to demonstrate their understanding of these ideas. Reflection helps the learner to analyze their own learning experience. Journals allow students to record their thoughts throughout learning sessions.

4. Trying a variety of strategies

Several documentation methodologies can be utilized depending on the portfolio. Paper documents, such as papers, artwork, written tests, teacher-written comments, peer evaluations, and other learning proof, can be organized in a notebook or scrapbook by students. These paper papers may be digitized, and students can use them to film interviews and produce movies for their digital portfolios.

5. Finding resources

Teachers can help students find materials to utilize in constructing their portfolios. Digital cameras, video equipment, technical resources, and individuals to support individual pupils are examples of resources.

6. Owning the portfolio

Students are given the authority to create, develop, and implement a customized portfolio. This method improves creativity, critical thinking, decision-making, and evaluative abilities.

7. Leading the process

The instructor will direct the portfolio process and provide timetables for pupils to adhere to.

8. Initiating a student portfolio presentations

Students can formally present their final portfolio to an outside audience to improve their oral communication abilities.

9. Obtaining support for student portfolio presentation

Participate in portfolio presentations by inviting parents, business/industry, community, college/university, and peers. High school students can utilize the portfolio to exhibit talents for high school scholarship opportunities, college entry conversations, and employment interviews.

What should be included in a student portfolio?

The components of a strong student portfolio differ by grade and subject. Still, the bottom line is that they should portray a complete and accurate picture of a student’s talents and abilities. If you’re not sure where to begin, start with some of these products.

What is the purpose of a portfolio

As an assessment tool and as a display of student work, a portfolio might serve as a way to demonstrate learning. The complexity of the portfolio can range from a simple collection of teacher-identified student assignments to a more complicated student-driven output exhibiting learning criteria, with the instructor evaluating mastery of the topic for a grade.

A portfolio can be done as a short-term effort or a long-term endeavor that spans the academic year. We will learn about the importance of portfolios and new ideas and best practices for implementing portfolios in elementary, middle, and high school classrooms.

 

Types of student portfolio:-

In education, there are three sorts of portfolios:

1.      A showcase portfolio comprises goods that represent the owner’s capability at any given time.

2.      An evaluation portfolio includes goods that may be used to evaluate the owner’s abilities.

3.      A development portfolio reveals how the owner (has) grown by demonstrating how the owner (has) evolved. This portfolio will frequently include items from various phases of the process, stages where feedback has been received, and perhaps goods from ongoing development. Building a portfolio might assist both students and teachers at Radboud University.

 

Innovative Portfolio Ideas:-

·       You decide to implement the portfolio process with your students using ideas you discover through research and by talking with other teachers. Innovative portfolio ideas focus on:

·       Providing assessment guidelines:

o   The student portfolio can be effective to assess student learning if a rubric or checklist is used to objectively evaluate the portfolio. Students should have opportunities to review the rubric or checklist before starting the portfolio to understand the expectations. The rubric (checklist) needs to identify components to guide the development of the portfolio and clearly define how points are awarded for the grade.

·       Organizing the portfolio in a format:

o   The portfolio can be organized with paper documents in a notebook or scrapbook, or digitally online or in flash drive files.

·       Reflecting on learning experiences:

o   Students can analyze the content standards for the class and make decisions on what to include in the portfolio to demonstrate learning of these concepts. Reflection allows the student to self-evaluate the learning experience. Students can express their thoughts during learning activities in journals.

·       Trying a variety of strategies:

o   Depending on the portfolio, a variety of documentation strategies can be used. Students can organize paper documents including papers, artwork, written assessments, teacher-written feedback, peer reviews, and other learning evidence in a notebook or scrapbook. These paper documents can be scanned; students can record interviews and create videos for digital portfolios.

·       Finding resources:

o   Teachers can assist students in discovering resources to use in developing the portfolio. Examples of resources include digital cameras, video equipment, technology resources, and personnel to assist individual students.

·       Owning the portfolio:

o   Students are empowered to design, develop and implement an individualized portfolio. This process enhances creativity, critical thinking, decision-making, and evaluation skills.

·       Leading the process:

o   The teacher will guide the portfolio process and needs to implement timelines for students to follow.

·       Initiating student portfolio presentations:

o   Students can formally present the final portfolio to an external audience to further develop oral communication skills.

·       Obtaining support for student portfolio presentations:

o   Recruit parents, business/industry, community, college/university, and peers to participate in portfolio presentations. High school students can use the portfolio for high school scholarship opportunities, college entrance discussions, and employer interviews to demonstrate skills.

 

 

Conclusion

Lecturers may utilize portfolios to enhance their lecturing skills and demonstrate their educational abilities in order to obtain their ETQ (Educational Training Qualification) (Extended Teaching Qualification) and UTQ (University Teaching Qualification).

Students, for example, can use a portfolio to demonstrate their academic skill growth or how they have evolved into competent professionals throughout their work experience placement or internship. After finishing their education, students can utilize their portfolios to exhibit their work to prospective employers in some cases.