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Report
in
Assessment
Of
Learning - II
Lyn C. Pelonio
BSEd-III (English)
Mrs. Richelda L.
Cortes
Instructor
Definitions of Portfolio
It is a purposeful collection of work that tells the story of the students' progress
and achievements. (Minzes, et al., 2001)
Portfolio are not uniform or standardized; they are diverse. (Yancey, 1992).
Cumulative and on-going collection of entries that are selected following a given
framework, and reflected upon by the student, to assess his/her development of
a specific but complex competency. (Simon and Forgette-Giroux, 2000).
It is a record of the child’s process of learning that portrays the learner’s style of
thinking, questioning, analysis, production, creation, and the like. (Grace,
1992).
Portfolios help teachers determine whether students can apply what they have
learned to new problems and different subject areas. It is also a teacher’s
evidence of students’ progress and achievement.
IV. CONCLUSION
Most of the time portfolio was defined as collection of student’s best work. For
this reason I suggest to stake holders, teachers and students to go beyond that
definition and consider portfolio not just compilations of a student’s pieces of
work but, rather it should be considered as evidence and work products that
demonstrate how students improved over time. Teachers’ must assess students
how to make their portfolios and discuss to them the purpose and essence of it,
enable for them to do it the right way. Teachers should keenly evaluate each
student’s portfolio to determine the effectiveness of their teaching and also to
discover the weaknesses and strengths of a child so that they can respond to the
needs of every students and not just requiring it as a requirements or
completion for a subject without reading and knowing the contents.