Portfolios are means of keeping things in order.

It is a collection of student work that

exhibits students’ efforts, progress, achievements and competencies gained during the
course
It can look like an album or scrapbook or a filer where the document and evidences are
kept.

Roles of e-Portfolio

1. The construction of ePortfolio start from the beginning and should be an ongoing
process. They should not be reviewed only at the end of the term but navigated
around and provided feedback to let the students know how they are doing.

2. Portfolios can actually determine whether the students have transferred what
they have learned in new projects or other domains.

3. When they make decisions on what or what not to include, they get engaged in
the process of creating their own voice in their portfolio.

Creating an Online Portfolio Using a Site

Steps in constructing an ePortfolio

STEP 1: Choose a platform to create an e-Portfolio

PLATFORMS ONLINE:
 Wix
 WordPress
 SquareSpace
 Weebly
 Folio Spaces
 Angel E-Portfolio
STEP 2: Sign-up and select a template
1. Sign-up: Create an account on the chosen platform
2. Choose a template that aligns with the style and structure of your e-portfolio.

STEP 3: Customize your template

1. Add your personal information; name, contact details and a photo.
2. Create pages
 Home Page
 Pages
 Reflections

STEP 5: Add content

 Text
 Images and Media
 Projects (includes Title, Description, Tools/Technologies that you use)
STEP 5: Publish and promote your portfolio

Parts of an ePortfolio
 Like a book, it has pages or sections. The organization can follow a chronological
order based on the activities that you go through or you can have a thematic
arrangement.

Home Page
 This first section is the Home or your cover page. This is the first thing that your
readers will see. You need to introduce yourself and the objectives of your
ePortfolio.

Pages
  The pages that you can add depend on how you would like to organize your
ePortfolio. What is important is that you need to construct your ePortfolio at the
start of the class.

Reflections
 A major element in a portfolio whether it is online or not, is the writing of the
reflections. It is thinking-aloud, a way of documenting what they are thinking.

Gibb’s Reflective Cycle Model (1988)

Six Stages of Gibb’s Reflective Cycle:

Description
 This initial phase in writing a reflection is very simple since you just need to
describe the activity or the experience to the reader.

Feelings
 You need to discuss your emotions honestly about the experience but not to
forget that his is part of an academic discourse.

Evaluation
  When evaluating, discuss how well you think the activity went. Recall how you
reacted to the task or situation and how others reacted.

Analysis
 This part of the write up includes your analysis of what worked well and what
have facilitated it or what may have hindered it.

Conclusion
 Now, you can write what you have learned from the experience or what you could
have done.

Action Plan
 At the end of your reflection, you write what action you need to take so that you
will improve the next time such as consult an expert for some advice or read a
book that will provide answers to your queries.

Administrating the ePortfolio

Before publishing your ePortfolio for the world to see your work, you can control who
can see your work.

The icon for sharing the site can be managed by entering the email address of the
person with whom you want to share it.

Assessing an ePortfolio using a Rubric

Evaluating an ePortfolio using a rubric, is a consistent application of
learning expectations, learning outcomes or standards.

It should tell the students the link between learning or what will be taught and
the assessment or what will be evaluated.
Rubrics are simple and easy to understand. The items in the rubric should be mutually
Exclusive

Students can see connections between learning (what will be taught) and assessment
(what will be evaluated) by making the feedback they receive from teachers clearer,
more detailed, and more useful in terms of identifying and communicating what students
have learned or what they may still need to learn