CULMINATING ACTIVITY REVIEWER
reviewer by: blessy <3
PORTFOLIO - a portfolio is a flat case designed to hold and protect these items. It often has a handle or
straps for easy carrying and is commonly used by artists, designers, students, and professionals to
transport and present their work in a neat and organized manner.
Belgrad, Burke and Fogarty (2008) - A portfolio is a purposeful, integrated collection of student’s work
showing effort, progress, or achievement in one or more areas.
Benson and Barnett (1994) - A portfolio is a “record of learning that focuses on students’ work and their
reflections on the work.
FOUR TYPES OF PORTFOLIO:
Showcase Portfolio - a showcase portfolio is a collection of student’s best work in a given discipline or
subject area. The student is the one who selects which work he/she considers best and why.
Growth Portfolio - It demonstrate how a student developed particular skill or knowledge over time. It
provides evidence of a student’s progress in a learning area.
Project Portfolio - A project portfolio emphasizes how a student completed discipline-based procedures
or processes. The projects documented usually represent tasks or skills that professionals in the field
usually do in real life.
Academic Portfolio / Standards-based Porfolio - Is a collection of students’ work that represents
achievement of the content and performance standards for a given course.
PARTS OF PORTFOLIO:
COVER PAGE - The student may creatively design the cover as long as it includes the following
information: name of student, grade level, section, school year, name of school and name of teacher.
PORTFOLIO CHECKLIST AND SELF-ASSESSMENT - Checklist of requirement and self-assessment using
the rubric provided.
PREFACE - A narrative that provides a brief background of yourself and why you are making a portfolio.
It must also describe the reasons and process you used in selecting the artifacts or works you have
included in your portfolio. It should also include your overall reflection and learning.
TABLE OF CONTENTS - A list of titles of the parts of a book or documents , organized in the order in
which the parts appear
PRESENTATION OF SELECTED WORK -
FORMAT:
a. Subject – Identify the subject where each artifact belongs
b. Artifacts – The student’s best work may include actual student output within or outside class; photo
of a school presentation/performance, reflection paper; awards; commendations etc.
c. Description of Artifact– Brief narrative describing what, when, where, how and why of the chosen
artifact.
d. Learning Goals Reflected – Content of performance standard related to the artifact
e. Reflection on the artifact – This may include your most significant learning or realization about
yourself or the subject.
- Narrative that describes your dreams, goals, and aspirations for yourself for the next 10 years. You
may use some questions as your guide.
Lesson 2 Planning the Portfolio
Portfolio Development Phases
1. Projection - This is the stage where students define the goal or purpose of the portfolio. In this case,
the purpose of the portfolio is to showcase their best work and connect them to the course standards.
2. Collection - The student collects and retrieves as many evidences or outputs from the course
3. Selection - The student evaluates all the artifacts gathered using criteria appropriate for the purpose
of the portfolio. In this case, the criteria would focus on excellent artifacts that are aligned with the
standards of the course.
4. Reflection - The student makes personal and academic insights based on the artifacts gathered. This
includes reflections for each artifact and reflections for the whole portfolio.
5. Self-Assessment - Using the rubric or criteria provided by the teacher, the student evaluates the
completed portfolio. A student enhances the portfolio in the areas he/she rated low.
6. Connection and Presentation - Students share their portfolio with classmates, teachers, and even
parents. They are also given the opportunity to provide feedback on the portfolio.
Lesson 3 Comments, Feedbacks and Observations
FEEDBACKS - It can be information about the quantity or quality of a group’s work, an assessment of
effectiveness of the group’s task or activity, or evaluation of member’ individual performances.
LEVELS OF FEEDBACK
PROCEDURAL FEEDBACK - It provides information on the processes the group used to arrive at its
outcome. Is the brainstorming effective for the group? Did group members plan sufficiently?
INDIVIDUAL FEEDBACK - Feedback that focuses on specific group members. This feedback may address
the knowledge, skills, or attitudes a group member demonstrates or displays.
It answers the three main issues:
1. Do you demonstrate the essential skills and abilities needed by the team?
2. Do you demonstrate a strong desire to contribute to the group activities?
3. Are you capable of collaborating effectively with other team members?
GROUP FEEDBACK - Feedback focuses on well the group is performing. Have team members developed
adequate skills for working together?
TYPES OF FEEDBACK
DESCRIPTIVE FEEDBACK - Feedback that merely identifies or describes how a group member
communicates. You may describe someone’s communicator style, or you may note that someone’s
verbal communication and nonverbal communication suggest different meanings.
EVALUATIVE FEEDBACK - Feedback that goes beyond mere description and provides an evaluation or
assessment of the person who communicates.
PRESCRIPTIVE FEEDBACK - Feedback that group members with advice about how they should act
communicate.
RELATIONAL FEEDBACK - Feedback that information about the group climate or environmental or
interaction dynamics within a relationship in the group. This feedback focuses group members’
attention on how well they are working together rather than on the procedures used to accomplish their
tasks.
