Lesson 3:

Creating
ePortfolio as a
Technology Tool
WMSU

WESTERN MINDANAO STATE UNIVERSITY

Introduction:

In 21st Century instruction where

independent learning is encouraged,
the documentation of a personal
learning journey is a must. Such
documentation can help the teacher
monitor the process and assess the
product of learning. Doing this requires
proper organization through a
 Portfolio are one good
means of keeping things in order.
In a semester work, a learning
portfolio is a collection of
student work that exhibits
students' effort, progress,
achievements and competencies
gained during the course.
 Portfolios may come in
many forms. It can look like
an album or scrapbook or
even a filer where the
documents and evidences are
kept. However, nowadays, it is
possible to have online
portfolios by creating sites.
 This is also called the ePortfolio or
digital portfolio. This can be used as a
digital archive that can contain the same
materials as a physical portfolio but can
have more such as multimedia
productions, relevant online links or
reference, digital stories or video blogs,
PowerPoint presentation, photographs
and other ICT materials. The ePortfolio
can be private or can be published and
shared publicly to stakeholders like
parents and friends.
1. Students ePortfolio can
evaluate students academic
progress. They can inform the
teacher to adapt and use
instructional strategies when
pieces of evidence indicate that
they are either learning or not.
2. Monitoring students'
progress can be highlighted in
a portfolio. It may not only
certain finished products but
also several versions on how
the students improved their
work based on the feedback
provided by mentors.
3. Portfolios documents students'
learning growth. They actually
encourage the students sense of
accountability for their own learning
process. This may lead them to see
that the learning process is theirs
and not anybody else's.
 Creating an Online Portfolio Using a
Site
• There are many sites that can be
used in creating ePortfolio. (e.g
Google site)
Steps in Constructing an ePortfolio
1. Enter your Gmail account and look for sites. If it is the first
time that you have done this, you need to read the
directions.

2. You scroll down and read further until you see the icon for
sites.

3. When you click it, it will lead you to another section. This will
let you create a site that you create a site that you can use as an
ePortfolio.

4. Consider a good label or a title for your ePortfolio and prepare

the texts, links, multimedia, outputs, images or jpeg files that you
want to upload in the pages of the ePortfolio.
 Parts of
an
ePortoli
WMSU
o
11
WESTERN MINDANAO STATE UNIVERSITY
• Just like a book, the ePortfolio has
pages or sections. The organization can
follow a chronological order based on
the activities that you got through or
you can have a thematic arrangement.

• Whatever you choose, it will be display

of your organizational skills.
Home page
• The first section is the home or your cover
page. This is the first thing that your readers
will see. So you need to introduce yourself
and the objectives of your ePortfolio.

• Usually there are templates available and

each provides sections. You can add personal
touches such as images or a change of color
themes.
Example of Home page
Pages
• The pages that you can add depend on how you
would like to organize your ePortfolio.

• It is important that you need to construct your

ePortfolio at the start of the class.

• In that way you can have a fresh start as you

try to be conscious in documenting the activities
and learning that goes with each session.
• When adding pages,
click the icon and
decide whether it will
be parallel to your
home page or it will be
under it.

• Just remember that

when you have a
template, there are
particular ways that
the pages have been
arranged.

• If you are starting, it

would be detrimental if
you conform to the
template.
Reflections

• A major element in a portfolio whather it is

online or not, is the writing of the refection.

• it is a thinking-aloud, a way of documenting

what they are thinking.

• How students are processing the input and

the application of what they have learned into
an activity or a project needs to be captured .
• With the pencil-and-paper test, the
chance to get a piece of their insights
or realizations may be nil unless the
teacher requires them to do so.

• However, with the portfolio, they can

show the process of their work. This
can be easily monitored.
Sometimes it is difficult to write a
reflection and a structure can be helpful.
There are many models that can be used
as a guide in writing reflections. One is
the Gibb’s reflective cycle model (1988).
 6 Stages
of Gibb’s
Reflective Cycle
WMSU

20
WESTERN MINDANAO STATE UNIVERSITY
1. 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. You can write a little about the
background on what you are reflecting
about by including relevant and to-the-
point details.
2. Feelings
• At this point, you can consider and think
about how you feel at that time when you
were doing the activity or having the
experience. You need to discuss your
emotions honestly about the experience
but not to forget that this is part of an
academic discourse.
3. Evaluation
• When evaluating, discuss how well you
think the activity went. React how you
reacted to the task or situation and how
others reacted.
4. 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. You can also discuss related
literature that may have brought about
your experience.
5. Conclusion
• You can write what you have learned from
the experience or what you could have
done. If your experience is a good one,
you can probably discuss how it can be
ensured. And if the experience is
frustrating eliciting other negative feelings,
perhaps you can discuss how those can
be avoided.
6. 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. You make
plans on how you can address what went
wrong so that you can take the right step
to succeed in achieving the task.
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.
CATEGORY Inadequate Apprentice Competent Exemplary Score
(1) (2) (3) (4)

Selection of Most works Few work Most work All work

work samples are samples are samples are samples are
not related to related to the related to the clearly and
samples objectives of objectives of directly related
the objectives
of the the ePortfolio the ePortfolio to the
ePortfolio objectives of
the ePortfolio
Use of No use of The use of The use of The use of
Multimedia audio/video, or audio/visual/gr audio/visual/gr audio/visual/gr
graphics. The aphics/photogr aphics/photogr aphics/photogr
photos and aphs is aphs is included aphs is
audio or video included, but and integrated
are distracting used randomly appropriate. seamlessly into
from the and without work samples.
content of the purpose.
portfolio.
CATEGORY Inadequate Apprentice Competent Exemplary Score
(1) (2) (3) (4)
Reflection Reflections A few ‘Most of the All reflections
are missing, reflections reflections clearly describe
and those that describe why describe why why work
are not work samples work samples samples in the
portfolio
describe why in the in the demonstrate
the work portfolio portfolio achievement
samples demonstrate demonstrate and growth.
demonstrate achievement. achievement Reflections also
achievement. Most do not and growth. include
include Some student’s ability
students reflections to critique their
own work and
ability to also include provide
critique their student’s suggestions for
own work ability to enhancement.
and provide critique their
suggestions own work
for and provide
enhancement suggestions
. for
enhancement
.
CATEGORY Inadequate Apprentice Competent Exemplary Score
(1) (2) (3) (4)
Creativity Layout is The layout The layout The layout
and Purpose simple. lacks purpose serves its serves its
Pages/links and style. purpose and purpose and
are missing, shows some shows
creativity. The
creativity. layout and
design is
reflective of
organized
thinking.
Ease of Few links The site is The site has The site has
Navigating work, Little missing most required all required
effort required pages or tabs, pages or tabs,
reflected in pages or tabs, and shows is well-
quality and and is poorly logical organized,
organization. organized. organization labeled and is
and labeling. easy to
navigate.
CATEGORY Inadequate Apprentice Competent Exemplary Score
(1) (2) (3) (4)
Text The ePortfolio is The ePortfolio The ePortfolio The ePortfolio
Elements difficult to read is often difficult is generally is easy to read.
due to to read due to easy to read. Fonts and type
inappropriate inappropriate Fonts and type size vary
use of fonts, use of fonts, size vary appropriately
type size for type size for appropriately for headings,
headings, headings, for headings subheadings
subheadings subheadings and and text
and text and and text and subheadings allowing for
font styles. font styles. and text. ease of
scanning. Color
Color of Color of Color of of background,
background, background, background, fonts, and links
fonts, and links fonts. and links fonts. and links enhance the
decrease the allow for generally readability and
read ability of readability of enhance the aesthetic
text, are the text in readability of quality
distracting and most of the the text in throughout.
used ePortfolio. most of the
inconsistently ePortfolio.
throughout the
ePortfolio
CATEGORY Inadequate Apprentice Competent Exemplary Score
(1) (2) (3) (4)

Writing There are more There are 4 or There are few There are no
Conventions than 6 errors in more errors in errors in errors in
grammar, grammar, grammar, grammar and
mechanics mechanics mechanics mechanics.
requiring major requiring requiring minor
editing and editing and editing and
revision. revision. revision.