Page 119 - Handbook_for_Teachers

“Cross links” are used to connect different segments of the concepts hierarchy which
indicate syntheses of related concepts, a new interpretation of old ideas, and some

degree of creative thinking.

6.11 Portfolios as Assessment for Learning:

• Portfolio has been introduced as a part of strengthening assessment practices
vide circular no. Acad-11/ 2019 dated 6 March 2019.
th

• A portfolio is an organised collection of documents representing academic work and

any other evidence of academic work done over the academic semester/year, which
individual learners can assemble over a period of time and systematically display.

• The purpose of a portfolio is primarily:

o To enable the learner to reflect over her own understanding, analysis and
progress.

o To enable self-evaluation of the academic progress of the learner

o To determine if the learner has achieved the stated learning outcomes and CHAPTER 6 : PEDAGOGY
acquired the competencies over time that would lead to academic achievement

o To create an archive or documentation of all the work done by the learner in the
process of learning

• In all types of portfolios, self-reflection is very important for ensuring a rich learning
experience.

• Since a portfolio contains a collection of a student’s work exhibiting his/her efforts,

progress and achievements in one or more areas, it helps a student to be aware of
and feel responsible for his/her own learning.

• These portfolios can be important reference materials for all stakeholders including

the teacher, student and parents. In fact, it is an excellent communication device
between teachers and parents.

• Portfolios can be maintained subject wise. However, schools that have adopted the
multi-disciplinary approach may maintain it grade-wise too up to primary level.

• Portfolios can be maintained in notebooks, in file folders or in e-form.
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