THE EFFECTIVENESS OF THE PORTFOLIO IN THE TEACHING AND LEARNING PROCESS
The author is SST Mabalacat City
MARIDETH G. LISING
According to Wassermann, Selma (1996) “Portfolios are an important means of gathering data about a single student’s performance over time, in a particularsubjectarealikeScience,and/orinoverallgrowthandlearning.Alarge folder, envelope, or other container is needed for each student, and classroom documents from the very beginning of the school year are placed in the folder. Therefore, by integrating this portfolio in every subject we can certainly assure that student’s learning growth can be monitored successfully.” Nothing could be further from the truth that portfolios are great measurement of learning.
According to Wassermann, Selma (1996) “In many classes where portfolios are used, students have ownership over them and are given choices about what they want to include. This ownership puts the student into the role of evaluator; he or she assesses and decides, this is what I have chosen to represent my best work. Teachers may also keep their own separate records (portfolios) for each student containing those students containing those documents that the teacher deems significant. One or both methods of keeping documentation adds immeasurably to the wealth of material that profiles a student’s work over the school year.” This description entails that students are merely responsible to their own learning as an endless learners. The responsibility of monitoring is not only confined to the teachers but rather students are mandated to check also their learning growth. In this situation, student’s motivation increases as they see their performance inside the classroom. We believed that once there is big cooperation between the learner and the teacher we can assure great learning.
Finally, at the end of a designated interval (once a month perhaps, or perhaps at the end of a marking period), the child’s portfolio is presented in a conference with the teacher (and perhaps the parent). The documents in the portfolio are examined and the quality of the student’s work is discussed. Teachers who work collaboratively with children in this process will confer together about standards of performance and make explicit plans for next steps in learning. Let all the educational institution be consistent in the injection of portfolio in the teaching and learning process.
— oOo— I at Camachiles National High School, Division of