Portfolios

The concept of portfolios will be used in this class. Please read the following to better understand this concept. If you are still having issues with it, please come talk to me!

Portfolios
Portfolios encourage students to collect examples of their work as they progress through the various activities, labs, and production projects. Selecting particular items to include in a portfolio encourages students to reflect on what they have learned or accomplished and what they have yet to learn. Portfolio items may include: journal notes, drafts, photographs, audio or video tapes, computer discs, etc. Portfolios may be used for peer, teacher, and self-assessments, and to showcase selected works for parents, post-secondary institutions, or potential employers.
The development of a portfolio is an important communication tool because it provides information for students, teachers, post-secondary institutions, community organizations and potential employers.
Portfolios can help students:
• reflect on personal growth and accomplishment
• see links between home, school and community education and activities
• collect materials to prepare applications for post-secondary education program entrance and scholarships
• collect materials to prepare for employment applications
• focus on career planning.
Portfolios can help teachers:
• provide a framework for independent learning strategies for the student
• communicate student learning from one school year to another in a specific area of study
• identify career planning needs for students
• assess and evaluate the student's progress and achievement in a course of study
Portfolios can help post-secondary institutions: • determine suitable candidates for awards and scholarships
• evaluate candidates for program entrance
• evaluate prior learning for program placement
Portfolios can help communities: • reflect on the involvement in a student's education, and the support offered to learners
• demonstrate the link between the home, school, and community in education
Portfolios can help potential employers:
• identify employable skills desired in future employees
• provide evidence of knowledge and skill development of potential employees
For the purposes of Communication Production Technology, two kinds of portfolios are used.

Working Portfolio
Students collect work over time in a "working folder". Each student should also keep a notebook of observations, critiques, production ideas, and reflections as part of his or her working portfolio. Items in this portfolio may be used for the purpose of ongoing and summative peer, teacher, and self-evaluations.
Working portfolios may be used for purposes of conferencing between student and teacher, teacher and parent, teacher and teacher, or student and student. When a teacher examines a student's portfolio in order to make a decision regarding student progress, the information it contains may become documented evidence for the evaluation.
A daily journal may also become a part of a working portfolio as a means of tracking the student's use of time and to record progress on ideas that are being developed. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the course evaluation.
Presentation Portfolio
To compile a presentation portfolio, students should select items from their working portfolio. The presentation portfolio should cover the range of students' experiences and should display their best efforts. The preparation of a presentation portfolio can be an assessment strategy, especially at Level 30. It is strongly suggested that students at the advanced (30) level of Communications Production Technology prepare a presentation portfolio suitable for presentation to potential employers or post-secondary institutions.
Through reflecting, updating and culling, students are able to compile presentation portfolios that display their best collection of work.