“THE STUDENT´S PORTFOLIO A LEARNING TOOL, FOR MONITORING AND ASSESSMENT”

LICEO ALEJANDRO DE HUMBOLDT SCHOOL

NOVEMBER 2013

INTRODUCTION

OUR ROLE AS TEACHER MUST ENCOURAGE THE STUDENT´S CONGNITIVE DEVELOPMENT, FACILITATING EXPERIENCES AND GIVING THE STUDENTS THE POSSIBILITY OF MEANINGFUL LEARNING EXPERIENCES FOR DEVELOPING THEIR REFLECTIVE AND CRITICAL THINKING NECESSARY FOR THE LIFE THEY HAVE TO FACE.

MY SCHOOL

A WONDERFUL PLACE FOR STUDYING

THE BEST HUMAN BEINGS

GENERAL PURPOSE

• Implement the portfolio as a learning tool of monitoring, assessing and training students.

• Contribute to the improvement of the student´ s adquisition learning process.

SPECIFIC PURPOSES

Implement the portfolio as a tool of learning, monitoring, assessing and training the students of the tenth and eleventh grade of high school at liceo school.

Collect the materials worked in class with the purpose of improving when it is necessary or strengthen it.

Incorporate the portfolio as an individual tool for qualitive assessment of student's

achievements.

Sentizate the students to be responsible of their own learning.

WHAT IS PORTFOLIO?

It is a method of teaching and learning because

it is a purposeful collection of the student works

that shows the student´s effort, progress and

achievements in the English learning process.

It contains a variety of dated student product

allowing to judge the student work.

HOW IT IS MADE

• It is made in a folder.• it has a presentation page.• The folder keeps the collection of dated

student works.• It keeps the Improvements of works.

HOW IT WORKS

• Each student has his/ her own portfolio.• the student keeps his/ her works there.• when the teacher review his /her works the

student must improve them. • By the work done the student gives his /her

self assessment and the teacher do the same.

• Most of the time the student's portfolios are in the locate store space.

• together as the teacher as the student review and assess the portfolio

TEORICAL FRAMEWORK

• The portfolio is supported by a constructivist view of learning, conceived as a process in which the learner builds the concepts according to their own experience shared with others and actively participates in making decisions about their learning

CONSTRUCTIVISM

• Vygotsky’s theory promotes learning contexts in which students play an active role in learning. Roles of the teacher and student are therefore shifted, as a teacher should collaborate with his or her students in order to help facilitate meaning construction in students. Learning therefore becomes a reciprocal experience for the students and teacher.

MEANINFUL LEARNING

• David Ausubel of meaningful learning, like other cognitivists theory postulates that learning involves active restructuring of perceptions, ideas, concepts and schemes that the learner has in his cognitive structure. Its position can be classified as constructivist (learning is not simply a passive assimilationof information literally transforms the subject and structure) to that extent the portfolio is a tool to re think and re-thought by improving the papers that leadthe student to learn.

THE ERROR AS A WAY OF LEARNING

• A second look and how the student can improve it for future works.

• The student learn from a mistake after he/ she admits she/he’s made it.

EVALUATION OF THE PORTFOLIO

• According to Paulson, Paulson and Meyer, (1991, p. 63): "Portfolios offer a way of assessing student learning that is different than traditional methods. Portfolio assessment provides the teacher and students an opportunity to observe students in a broader context: taking risks, developing creative solutions, and learning to make judgments about their own performances."

CONCLUTIONS

integrate diverse experiences in and out of the classroom.

Encourage the student to self reflection. gather authentic assessment information. Promote an ongoing process where the

student demonstrate, assess and revise in order to improve and produce better works.