CREATING ePORTFOLIO

as a Technology Tool
• Portfolios 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.
• Nowadays, it is possible to have online portfolios by creating
sites.This is also called ePortfolio or digital portfolio. This can be
used as digital archive that can contain the same materials as a
physical portfolio but can have more such multimedia
productions, relevant online links or references, digital stories or
video blogs,power presentation, photographs and other ICT
materials.
• The ePortfolio can be private or can be
published and shared publicly to
stakeholderslike parents and friends.
1. Student ePortfolios 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
or not.
2. Monitoring students' progress can be highlighted in a portfolio. it
may not only contain 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 their and not anybody else's.
 Creating an Online Portfolio Using a Site

There are many sites that can be used in

creating an ePortfolio. One of which is the
google site. If you have google account, you
can start using the available applications.
 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 of Sites.
3. When you click it, it will lead you to another section. This will let
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 wnat to upload in the pages of the ePortfolio.
Parts of an ePortfolio
• HOMEPAGE
• PAGES
• REFLECTIONS
• 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.
• Pages
The pages that you can add depends 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 clas.
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.
• Reflections
- a major element in a portfolio whether it is online or not, is
the writing of the reflection. It is thinking- aloud, a way of
documenating what tey are thinking.
- How students re 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 unlessthe teacher
requires them to do so. However, with the porfolio, 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).
Gibb's Reflective Cycle Model (1988)
Gibb's reflective cycle has six stages
• DESCRIPTIONS
• FEELINGS
• EVALUATION
• ANALYSIS
• CONCLUSION
• ACTION PLAN
• Description
- The 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.
• Feelings
- learners are involved in learning and an
activity or perhaps a lesson can trigger certain
feelings.So 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.
• Evaluation
- when evaluating, discuss how well you think
the activity went.Recall how you reacted to task
or situation and how others reacted. Was the
experience a pleasant one or otherwise? This is
also a possible part where you can perhaps
incorporate related readings of other author's
principlesor theories.
• 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 literaturethat may have brought
about your experience.
• Conclusion
- Now, you can write what you have learned from the
experienceor what you could have done. If your
experience is a good one, you can probably discuss
how it can be ensured or how you will further
enhance a positive outcome. On the other hand, if
the experience is frustrating eliciting other negative
feelings, perhaps you can discuss how those can be
avoided in happening as this leads to the next step.
• 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.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.If you did well and
feel good about it, then you can plan out how you
can further enhance a good work.
Administrating the ePortfolio
Before publishing your ePortfolio for the world
to see your work, you can control who see your
work. The icon for sharing the site can ve
managed by entering the email address of the
person with wom 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 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.
 CATEGORY INADEQUATE 1 APPRENTICE 2 COMPETENT EXEMPLARY(4) SCORE
(3)
Selection of work Most work samples Few works samples Most work samples are All works samples are
Samples are not related to are related to the related to the objectives clearly and directly
the objectives of the objectives of the of the ePortfolio related to the
ePortfolio ePortfolio objectives of the
ePorfolio
Use of Multimedia No use of audio/ The use of audio/ the used of audio/ visual/ The used of audio/
video or graphic. visual/ graphics/ graphics/ photographs is visual/ graphics/
The photos and photographs is included and appropriate photographs is
audio or video are included, but used integrated seamlessly
distracting from the randomly and without into work samples
content of thre purpose.
portfolio.

Reflection Reflections are A few reflections Most of the reflections All reflections clearly
missing, and those describe why work describe why work describe why work
that are there do not samples in the samples in the portfolio samples in the portfolio
describe why the portfolio demonstrate demonstrate demonstrate
work samples achievement. Most achievement and growth. achievement aand
demonstrate do not include Some reflections also growth. Reflections
achievement student's ability to include student' s ability also include student's
critique their own to critique their own work ability to critique their
work and provide and provide suggestions own work and provide
suggestions for for enhancement. suggestions for
enhancement enhancement.
 Creativity and Lay out is simple. The layout lacks The layout serves its The layout serves its
Purpose Pages/ links are purpose and style. purpose and shows purpose and shows
missing some creativity creativity. The layout and
design is reflective of
organized thinking.

Ease of Navigating Few links work. Little The site is missing The site has most The site has all required
effort reflected in required pages or required pages or tabs, pages or tabs, is well-
quality and tabs, and is poorly and shows logical organized, labeled and is
organization. organized organization and easy to navigate.
labeling.

Text Elements The ePortfolio is The ePortfolio is often The ePortfolio is The eportfolio is easy to
difficult to read due to difficult to read due to generally easy to read. read. Fonts and type size
inappropriateuse of inappropriate use of Fonts and type size are vary appropriately for
fonts, type size for fonts, type size for vary appropriately for headings, subheadings
headings, headings, headings and and text allowing for
subheadings and text subheadings and text subheadings and text. ease of scanning.
and font styles. and font styles
Color of background, Color of background ,
Color of background, Color of background, fonts, and links fonts, and links enhance
font, and links fonts, and links allow generally enhance the the readability and
decrease the the for readability of the readability of the text in aesthetic quality
readability of the text in most of the most of the ePortfolio throughout.
text,are distracting and ePortfolio.
used in consistently
throughout the
ePortfolio
Writing There are more than There are 4 or more There are few errors There are no errors
Conventions 6 errors in grammar, errors in grammar, in grammar, in grammar, and
mechanics requiring mechanincs mechanics requiring mechanics.
major editing, and requiring editing minor editingand
revision. revision. revision.

TOTAL: