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Portfolios and Journalling: A Whole-School App.
  • Portfolios and Journalling: A Whole-School Approach
  • About the Author
  • Faria Education Group
  • Introduction
  • What is the Value and Purpose of Using a Portfolio or Journal as a Learning Tool?
    • To Help Students Engage in the Process as well as the Product
    • For Authentic Assessment
    • To Record Development, Learning and Growth
    • For Meaningful Sharing
    • Student Ownership, Engagement, and Reflection
  • The Research
  • Physical or Digital?
  • Types of Portfolio or Journal
    • A Progress-Oriented Portfolio
    • A Process-Oriented Portfolio
    • Subject-Specific Portfolios
    • Project-Based Portfolios
    • Assessment
  • The Benefits and Challenges of Portfolio-Style Assessment
  • Implementing Portfolio Assessment: Suggestions for Teachers
  • Using ManageBac for Portfolios and Journalling
  • Resources
  • Further Reading & Sources
  • Looking for More Support in This Area?
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  1. What is the Value and Purpose of Using a Portfolio or Journal as a Learning Tool?

To Help Students Engage in the Process as well as the Product

PreviousWhat is the Value and Purpose of Using a Portfolio or Journal as a Learning Tool?NextFor Authentic Assessment

Last updated 2 years ago

Portfolios and journals can serve as a tool for students to reflect on their learning and engage with the material they are studying in a more meaningful way.

The act of creating a portfolio or journal can help students process information, clarify their understanding and build connections between what they are learning and their personal experiences.

By having a structured journal or portfolio, students can be encouraged to participate promptly in weekly activities, develop good time management skills and provide a convenient way for teachers to track progress. This format may enhance student engagement in weekly tasks, portfolio creation and tutorial-style conversations with their teacher. It can also provide the opportunity for regular individual written feedback, which can lead to a more dynamic learning discourse between student and teacher.