Student Portfolio: Every Student In This Course Will Compile

Student Portfolioevery Student In This Course Will Compile An Electron

Every student in this course will compile an electronic student portfolio. This portfolio must be uploaded to the Blackboard discussion board for this course by the last day of class. Your portfolio must be divided into four clearly defined sections: Portfolio Narrative, Class Activities, Homework Assignments, and Practice Exams. Each of these sections must contain all related materials for that section. In the portfolio narrative, you will write about the most important or challenging things you have learned in the course, such as a difficult concept you've recently mastered. The narrative should be approximately one page long, double-spaced, in 12-point font.

To submit your portfolio, upload a single PDF file containing all your materials. You can create this PDF by scanning your documents and combining them using software like Microsoft Word or Adobe Acrobat, or using free smartphone apps such as Adobe Scan or CamScanner. If producing a single PDF proves difficult, you may record a short video demonstrating your portfolio's main sections using a smartphone. When uploading to Blackboard, ensure your filename follows this format: Portfolio-Submission-Your Last Name-Your First Name (e.g., Portfolio-Submission-Cruz-Aldo). If the video is too large, try compressing it or shortening it; if difficulties persist, submit as a PDF file instead.

Upload your portfolio to the designated Blackboard location: Student Portfolios > Click here to upload your portfolio. The deadline for submission is Monday, 12/7, at 11:59 PM.

Paper For Above instruction

Creating a comprehensive student portfolio is an essential part of reflecting on learning progress and consolidating course materials. This process not only helps students organize their work but also provides an opportunity for self-assessment through a reflection narrative. The instructions specify the need for a structured portfolio with four sections: Portfolio Narrative, Class Activities, Homework Assignments, and Practice Exams, emphasizing the importance of including all related materials within each section. The requirement for a one-page narrative encourages students to reflect critically on their most significant learning experiences, particularly challenging concepts they have recently mastered. This reflective component fosters self-awareness and highlights the student's growth during the course.

The technical aspects of submission are clearly outlined, advocating for a single PDF file as the preferred format due to its ease of submission and review. The flexibility to record a portfolio walkthrough video caters to students facing technical difficulties in compiling a PDF, ensuring accessibility and accommodating different learning preferences and resources. The specific file naming convention ensures systematic organization and easy identification of submissions, which is critical in managing multiple student portfolios. The deadline date and time emphasizes the importance of adherence to deadlines in academic settings, encouraging timely submission and responsible planning.

This assignment underscores the significance of document organization, reflection, and technology literacy skills—crucial competencies for academic success. By engaging in this portfolio creation process, students develop a deeper understanding of their learning journey, recognize areas of strength, and identify aspects needing further improvement. The inclusion of a reflective narrative also promotes metacognitive skills, enabling students to evaluate their understanding and problem-solving capabilities critically.

In terms of pedagogical value, the portfolio serves as a summative assessment tool, allowing instructors to assess individual student progress comprehensively. Additionally, the process encourages students to take ownership of their learning, fostering independent study habits and self-motivation. The extensive guidance on file preparation, combined with the flexibility of submission formats, demonstrates a student-centered approach that respects diverse needs and technical environments. Overall, this assignment is a vital exercise in reflective practice and digital literacy that extends beyond course requirements into lifelong learning skills.

References

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  • Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. Jossey-Bass.
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  • Thomas, M., & McRobbie, C. (2013). E-portfolios for assessment: A case study of student approaches to assessment tasks. Assessment & Evaluation in Higher Education, 38(7), 867-878.
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