Fs5 5
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The document summarizes Ian Bayson's observations from visiting student portfolios at JH Cerilles State College. It notes that the most common portfolio was the documentation portfolio. It also found that not all elements of a portfolio were present, such as dates on entries and drafts of work. The document emphasizes that all elements are essential for proper assessment of student learning and progress over time.
Fs5 5
- 1. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Resource Teacher : Ms. Rhivee Mae Halina Signature: ______________ Cooperating School : JH Cerilles State College Date of Visit : January 16, 2015 FS #5- Episode 5 : On Portfolios My Tools Checklist Type of Portfolio Tally (How many did you see?) Frequency Documentation portfolio III 3 Process portfolio I 1 Showcase portfolio I 1 Elements of a Portfolio Put your check (√) here. 1. Cover letter – “About the Author” and “What My Portfolio Shows About My Progress as a Learner” √ 2. Table of Contents with numbered pages √ 3. Entries – Both core (required items) and optional items (chosen by students) √ 4. Dates on all entries to facilitate poof of growth over time x 5. Drafts of aural/oral and written products and revised versions , i.e. (first drafts and corrected/revised versions) x 6. Reflections √
- 2. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 16, 2015 My Analysis I did see the three types of portfolios upon visiting the available learners’ portfolios. As I observed, the most commonly used portfolio is the “Documentation Portfolio”. I did not see all the elements of a portfolio especially the dates on all entries and the drafts of aural/oral and written products and revised versions of entries. Yes, it is necessary for a teacher to use varied types of portfolio in order to meet the learning needs of the students. Also, in order to expand the students’ creativity, develop their sense of independence to the fullest, and learn the new competencies set for holistic learning. If one element or two elements of a portfolio are missing, this will seriously have impact on the assessment process. The teacher will not be guided as to the progress of the learning of the students. All elements are essential in portfolio assessment since these elements function differently and purposively. Each element has something to contribute in evaluating students’ performance level and accuracy in learning. These essential elements are well-studied and carefully considered by authorities thus, it should be present in the portfolio process.
- 3. Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 16, 2015 My Reflections Portfolios make the learning assessment process convenient and enough to assess learning. It is because I believe that portfolio is one of the portals to expand the horizon of students taking and reflecting the learned discussions. Paulson and Meyer support that portfolio have made learning assessment process convenient for they believe that portfolio assessment provides the teacher and students an opportunity to observe students in broader text. It promotes self-assessment, collaborative learning, and sense of responsibility. Yes, the efforts exerted on portfolio assessment commensurate to the improvement of learning because it is believed that the better the output is, the better the learning. The portfolio reflects how improved the learning of our students is.
- 4. Types of Portfolio Showcase Portfolio Documentation Portfolio Process Portfolio Elements of Portfolio Cover Letter Table of Contents Entries Dates on all Entries Drafts of oral and written products Reflections Name of FS Student : Ian Jim A. Bayson Course : BSED- English Year and Section: III Cooperating School : JH Cerilles State College Date of Visit : January 16, 2015 My Portfolio
- 5. Functions of Portfolio Provides important information about individual student progress Displays range of student's work over time Creates a basis for evaluationof student performanceand achievement Allows participation of student in self- assessment of work and progress