DISCUSSION

ON
Ma. Rosario W. Carson
Rebecca T. Arevalo
 WHAT IS
PORTFOLIO?
-It is a purposeful collection of student work that
exhibits to the student, or others, her efforts or
achievement in one or more areas. The collection
must include student participation in selecting
contents, the criteria for selection, the criteria for
judging merit and evidence of student self-
reflection.
“Portfolio is a record of the child's
process of learning: what the child
has learned and how she has gone
about learning; how she thinks,
questions, analyzes, synthesizes,
produces, creates; and how she
interacts--intellectually,
emotionally and socially-with
others”.
 “It is the process of
reflection, selection,
rationalization, and
evaluation, together with
the product of those
processes”.
4
A student portfolio is a compilation of
academic work and other forms of
educational evidence assembled for the
purpose of
(1)evaluating coursework quality,
learning progress, and academic
achievement;
(2)determining whether students have
met learning standards or other
academic requirements for courses,
grade-level promotion, and
graduation; 5
3.) helping students reflect on their
academic goals and progress as
learners; and
4.) creating a lasting archive of academic
work products, accomplishments, and
other documentation.
Advocates of student portfolios argue
that compiling, reviewing, and evaluating
student work over time can provide a
richer, deeper, and more accurate picture
of what students have learned and are
able to do than more traditional
measures
6
Portfolios come in many forms, from notebooks filled with
documents, notes, and graphics to online digital archives
and student-created websites.
Portfolios can be a physical collection of student work that
includes materials such as written assignments, journal
entries, completed tests, artwork, lab reports, physical
projects (such as dioramas or models), and other material
evidence LOREM of learning
IPSUM DOLOR progress SIT AMET,and academic
accomplishment,
CONSECTETUER ADIPISCING including awards, ELIT. 12 honors, certifications,
recommendations, written
Lorem ipsum dolor sit amet, consectetuer evaluations
adipiscing elit. by teachers or peers,
and self-reflections
pulvinar written
ultricies, purus lectus malesuada libero,by students.
Maecenas porttitor congue massa. Fusce posuere, magna sed
sit amet
commodo magna eros quis urna.

7
 LOREM IPSUM DOLOR SIT AMET,
CONSECTETUER ADIPISCING ELIT. 12

8
E-Portfolio
An electronic portfolio (e-portfolio) is a purposeful
collection of sample student work, demonstrations, and
artifacts that showcase student's learning progression,
LOREM IPSUM DOLOR SIT AMET,
achievement, and evidence of what students can do. The
CONSECTETUER ADIPISCING ELIT. 12
collection can include essays and papers (text-based),
blog, multimedia (recordings of demonstrations,
interviews, presentations, etc.), and graphic.
9
https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio#:~:text=An%20electronic%20porfolio%20(e%2Dportfolio,of%20what%20students%20can%20d
o
.
 PURPOSE OF THE PORTFOLIO
To showcase the student’s best work
(within or outside class) that reflects
achievement of learning goals in each
of the specialized subjects under the
different Strand.

10
 PARTS OF THE PORTFOLIO

1. Cover Page -- The student may creatively design

the cover as long as it includes the following
information: name of student, grade level, section,
school year, name of school, and name of teacher.

11
 PARTS OF THE PORTFOLIO

2. Portfolio Checklist and Self-Assessment-- Checklist of

requirements and self- assessment using the rubric provided..

12
 PARTS OF THE PORTFOLIO

3. Table of Contents

13
 PARTS OF THE PORTFOLIO
a. Portfolio content
i. accomplished forms
1. Written résumé
2. Filled out application forms
3. written process of securing:
a. Barangay clearance
b. Police clearance
c. Mayor’s clearance
d. Medical certificate
4. Job Interview skills training
14
 PARTS OF THE PORTFOLIO

ii. pictures of work site and non-

written output/ projects with captions
iii. illustrations of activities
performed (as needed)

15
 PARTS OF THE PORTFOLIO

iv. weekly diary (narrative/ account of

learnings and achievements, issues faced and
corresponding resolutions)
v. sample written output (if any)
vi. Work Immersion highlights
vii. Other relevant pictures/ documents
16
 PARTS OF THE PORTFOLIO

b. When to update content

c. Portfolio packaging
d. Portfolio submission at the end of Work
Immersion

17
 PARTS OF THE PORTFOLIO

Portfolio Entry no. 1: RESUME

Portfolio Entry no. 2: APPLICATION LETTER
Portfolio Entry no. 3 : JOB Interview
Portfolio Entry no. 4 : COMPANY RULES AND
REGULATIONS
Portfolio Entry no. 5: WORK IMMERSION
TASK/ACTIVITIES
18
 PARTS OF THE PORTFOLIO

Portfolio Entry no. 6: DAILY TIME RECORD

AND DAILY TASK RECORD
Portfolio Entry no. 7: PERSONAL TRAITS 1
Portfolio Entry no. 8: WORK IMMERSION
HIGHLIGHTS
Portfolio Entry no. 9: REFLECTION ON
CREATING MY PORTFOLIO
Portfolio Entry no. 12: COLLAGE OF MY
SENIOR HIGH SCHOOL EXPERIENCE 19
 RUBRICS FOR PORTFOLIO
4 Exceeds Standards 3 Meets Standards 2 Approaching Standards 1 Below Standards
Category

Comprehensive All required elements are present
ness 20% in the portfolio. The portfolio
contains more than one best work
for each of the eight HUMSS
learning areas.
All required elements are
present in the portfolio. The
portfolio contains one of the
best work for each of the eight
HUMSS learning areas
All required elements are
present in the portfolio. The
portfolio contains one of the
best work for five to seven
HUMSS learning areas
All required elements are present in
the portfolio. The portfolio contains
one of the best work for less than
five HUMSS learning areas.

Appropriatenes All artifacts were placed in
s of Artifacts appropriate learning area.
20% Academic concepts and principles
learned by the student in each
artifact are clearly identified. The
student’s own explanation of each
academic concept or principle is
included.
All artifacts were placed in the
appropriate learning area.
Academic concepts and
principles learned by the
students in each artifact are
clearly identified.
All artifacts were placed in the All artifacts were placed in the
appropriate learning area. appropriate learning area.
Academic concepts and
principles learned by the
student were identified and
most of the artifacts were
included.

Credibility of Background information and
Artifacts (20%) supporting evidences are included
to prove that all artifacts were
made by the student.
Background information is
included to prove that all
artifacts were made by the
student.
Background information is
included to prove that most of
the artifacts were made by the
student.
No background information is
provided for the artifacts.
20
Visual All elements work
Appeal 20% together to visually
enhance and clearly
communicate the
message.
Depth of Response demonstrates
Reflection are in-depth reflection on,
20% and personalization of,
the theories, concepts,
and/or strategies
presented in the learning
areas
Most elements work Some elements work Elements seem minimally
together to together to consistent; message
communicate the communicate the blurred by the elements.
message. message; others seem
misplaced
Response demonstrates Response demonstrates Response demonstrates a
a general reflection on, a minimal reflection on, lack on, or personalization
and personalization of, and personalization of, of, the theories, concepts,
the theories, concepts, the theories, concepts, and/or strategies presented
and/or strategies and/or strategies in the learning areas.
presented in the learning presented in the
area learning areas.
21
References:

https://files.eric.ed.gov/fulltext/ED504219.pdf
https://www.clemson.edu/academics/programs/eportfolio/information.html

https://teaching.berkeley.edu/resources/assessment-and-evaluation/design-assessment/e-portfolio#:~:text
=An%20electronic%20porfolio%20(e%2Dportfolio,of%20what%20students%20can%20do

Culminating-Activity-Lesson-1-4-word-1.pdf

DM-CI-2020-0085-Guidelines-for-Work-Immersion-Implementation-during-Crisis-Situation.pdf

22