This worksheet prompts students to consider their digital identity in terms of academic development and to prepare for a portfolio project. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

This resource is designed to help high school students build a positive online presence. Students will explore ways to use social media in professionally responsible ways, create an online portfolio, and review the legal and privacy issues surrounding an online presence.

.To acquire objective information about the dynamics of interpersonal relationships—casual friendships, deeper friendships, family relationships and intimate relationships. Information learned will include theoretical material as well as research findings. Students will have better understanding of the nature of different interpersonal relationship dynamics, and be able to apply interpersonal relationship theories to practice. This objective will be achieved through class lectures, the reading of Brehm, and the achievement of this and related objectives will be assessed through service learning projects, journals, papers, etc. 

Following the steps of the iterative engineering design process, student teams use what they learned in the previous lessons and activity in this unit to research and choose materials for their model heart valves and test those materials to compare their properties to known properties of real heart valve tissues. Once testing is complete, they choose final materials and design and construct prototype valve models, then test them and evaluate their data. Based on their evaluations, students consider how they might redesign their models for improvement and then change some aspect of their models and retest aiming to design optimal heart valve models as solutions to the unit's overarching design challenge. They conclude by presenting for client review, in both verbal and written portfolio/report formats, summaries and descriptions of their final products with supporting data.

This resource is ideal for seniors as they finish out their high school career. The e-portfolio is used as an exit interview that bridges the students from the high school marketing program (typically a work-based experience class) to the post-secondary level. The students create the e-portfolio in class, but present the e-portfolio to the admissions or student services staff of a local technical college. There are certain components, however, that are covered previously in the school year (such as the personality type assessment that is included). In order to prepare for the interview, students write out the ideal answers to common interview questions.

The aim of the Portfolio Seminar is to assist in developing a critical position in relationship to their design work. By engaging multiple forms of representation, written and visual, students will explore methods that facilitate describing and representing their design work. Through a critical assessment of their existing portfolios, students will first be challenged to articulate design theses and interests in their past projects. Different mediums of representation will then be studied in order to hone an understanding of the relationship between form and content, and more specifically, the understanding of particular modes of representation as different filters through which their work can be read. Some of the questions that will be addressed are:

How does one go about describing an image?
How does one theorize representation?
How does one articulate a design thesis in writing verses visual media?
How can the two interact to enhance each other?
How do different media, printed verses web publishing, affect the representation of work?
How is your work best communicated?

This module is intended to support middle school, high school and college students to explore the different features of myBlueprint Education Planner. In this moduel, learners can learn about myBlueprint and its numerous uses in in-person and online classrooms. It includes an introduction section, a navigation menu section, Who Am I section and a section about how to create a digital portfolio. Each section has an embedded tutorial that walks the learners with all the steps and information needed.

A portfolio assessment allows students to reflect on their learning, self-assess, and build a deeper knowledge of the things they are learning that goes beyond a basic surface explanation. 

A portfolio based authentic assessment in food preparation where there is a comprehensive collection of materials that showcases an individual's skills, experiences, and achievements in the field of culinary arts and food preparation.

As we embark on this journey into the world of portfolio assessment, we invite you to discover the power it holds to revolutionize learning and evaluation. Through its multifaceted approach, longitudinal perspective, promotion of transferable skills, and integration of technology, portfolio assessment has emerged as a catalyst for student-centered education. Join us as we explore its principles, benefits, challenges, and best practices, and unlock the potential for deeper, more meaningful learning experiences.

Mark A. Tambone and  Alan Mitnick, Passaic County Community CollegeProf. Mitnick and I developed this portfolio rubric during a redesign phase of our Composition II course. The portfolio scoring rubric is used during final portfolio review conferences at the end of each term. While this scoring rubric aids the professor in awarding a final portfolio grade, it may also be used by a writing student throughout the term as an informative guide as to what must be in a successful process portfolio.    This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Production of Educational Videos is an introduction to technical communication that is situated in the production of educational videos; the assignments are all focused on the production of videos that teach some aspect of MIT’s first-year core curriculum. The objective of these assignments is improvement in both communication ability and communication habits; these improvements are effected by providing participants with instruction, practice, feedback, and the opportunity for reflection. In addition to improvements in communication skills, improvement is expected in students’ attitude towards writing, oral presentations, and collaboration; as the semester progresses, students should feel confident of their ability to write, present, and collaborate.

Profile Writing is not just about writing a description about yourself or about others. The modern day technological expansions have changed the requirements altogether. It includes the online profile writing, Recommendation Letters, Appreciation Letters as well.

This is a blank template for students to use for their research portfolios. Students will create an OER Commons account, access this resource, make a copy and rename the resource, and then add their own assignments and projects to the template.

This is a blank template for students to use for their research portfolios. Students will create an OER Commons account, access this resource, make a copy and rename the resource, and then add their own assignments and projects to the template.