THE EF­FEC­TIVE­NESS OF THE PORT­FO­LIO IN THE TEACH­ING AND LEARN­ING PROCESS

Sun.Star Pampanga - - PERSPECTIVE! -

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

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