{"id":328,"date":"2023-07-16T18:15:43","date_gmt":"2023-07-16T22:15:43","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/portfolio-pf-provincial-level\/"},"modified":"2023-07-16T18:15:43","modified_gmt":"2023-07-16T22:15:43","slug":"portfolio-pf-provincial-level","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/portfolio-pf-provincial-level\/","title":{"raw":"Portofolio (PF): Provincial Level","rendered":"Portofolio (PF): Provincial Level"},"content":{"raw":"\n

Portofolio (PF): Provincial Level<\/h3>\n\n
\n\n

Goal Statement<\/h5>\nCreating a well-organized, comprehensive portfolio is an in-depth process. This is a Prior Learning Assessment and Recognition (PLAR) course and as such, students will be granted credit for past and current personal knowledge, skills, and abilities. As part of the learning process, students must document these experiences and tailor them toward a specific purpose.\n\nPortfolio provides an opportunity for students to present and engage with faculty in the coordination and review of their work. This course is recognized as a provincial-level elective toward the BC Adult Graduation Diploma.\n\n \n\nThe first task involves choosing one of the following targeted portfolio options:\n

1. Career<\/strong> Portfolio<\/strong> \u2013This type of portfolio can help take an inventory with a job-related goal. Some examples include searching for a job, identifying new career options and choices, or recognizing a need or desire for further learning.<\/p>\n

OR<\/p>\n

2. Subject-specific<\/strong> Portfolio<\/strong> \u2013This portfolio can help showcase strengths in a specific area of competency. Some examples include photography, art, music, storytelling, parenting, addictions recovery, and cultural engagement. It can also help identify an area for continued learning.<\/p>\n

OR<\/p>\n

3. Essential<\/strong> Skills<\/strong> Portfolio<\/strong> \u2013This portfolio can help track skill strengths and identify further improvement in the area of reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use, and continuous learning.<\/p>\n\n

Learning Outcomes:<\/h5>\n
1. Purpose<\/h6>\nStudents will:\n
    \n \t
  • establish the goals and overall purpose of the portfolio<\/li>\n \t
  • identify the intended audience of the portfolio<\/li>\n \t
  • choose type of portfolio<\/li>\n<\/ul>\n
    2. Collection<\/h6>\nStudents will:\n
      \n \t
    • identify a variety of contexts where learning occurred i.e. education, training, employment, projects, community service, hobbies, accomplishments and activities<\/li>\n \t
    • gather and organize documents with significant learning experiences<\/li>\n<\/ul>\n
      3. Reflection<\/h6>\nStudents will:\n
        \n \t
      • assess learning that resulted from these experiences<\/li>\n \t
      • identify and justify skills transferable to portfolio purpose<\/li>\n<\/ul>\n
        4. Evaluation<\/h6>\nStudents will:\n
          \n \t
        • emphasize strengths to be used toward portfolio<\/li>\n \t
        • reorganize skills by theme<\/li>\n \t
        • formulate portfolio skill themes<\/li>\n<\/ul>\n
          5. Selection<\/h6>\nStudents will:\n
            \n \t
          • select items that best provide evidence of strengths and accomplishments toward portfolio purpose<\/li>\n \t
          • assemble portfolio<\/li>\n<\/ul>\n
            6. Celebration<\/h6>\nStudents will:\n
              \n \t
            • celebrate completion of portfolio and share with others<\/li>\n \t
            • describe transferable skills and strengths<\/li>\n \t
            • present the portfolio<\/li>\n<\/ul>\n","rendered":"

              Portofolio (PF): Provincial Level<\/h3>\n
              \n

              Goal Statement<\/h5>\n

              Creating a well-organized, comprehensive portfolio is an in-depth process. This is a Prior Learning Assessment and Recognition (PLAR) course and as such, students will be granted credit for past and current personal knowledge, skills, and abilities. As part of the learning process, students must document these experiences and tailor them toward a specific purpose.<\/p>\n

              Portfolio provides an opportunity for students to present and engage with faculty in the coordination and review of their work. This course is recognized as a provincial-level elective toward the BC Adult Graduation Diploma.<\/p>\n

               <\/p>\n

              The first task involves choosing one of the following targeted portfolio options:<\/p>\n

              1. Career<\/strong> Portfolio<\/strong> \u2013This type of portfolio can help take an inventory with a job-related goal. Some examples include searching for a job, identifying new career options and choices, or recognizing a need or desire for further learning.<\/p>\n

              OR<\/p>\n

              2. Subject-specific<\/strong> Portfolio<\/strong> \u2013This portfolio can help showcase strengths in a specific area of competency. Some examples include photography, art, music, storytelling, parenting, addictions recovery, and cultural engagement. It can also help identify an area for continued learning.<\/p>\n

              OR<\/p>\n

              3. Essential<\/strong> Skills<\/strong> Portfolio<\/strong> \u2013This portfolio can help track skill strengths and identify further improvement in the area of reading, document use, writing, numeracy, oral communication, thinking, working with others, computer use, and continuous learning.<\/p>\n

              Learning Outcomes:<\/h5>\n
              1. Purpose<\/h6>\n

              Students will:<\/p>\n

                \n
              • establish the goals and overall purpose of the portfolio<\/li>\n
              • identify the intended audience of the portfolio<\/li>\n
              • choose type of portfolio<\/li>\n<\/ul>\n
                2. Collection<\/h6>\n

                Students will:<\/p>\n

                  \n
                • identify a variety of contexts where learning occurred i.e. education, training, employment, projects, community service, hobbies, accomplishments and activities<\/li>\n
                • gather and organize documents with significant learning experiences<\/li>\n<\/ul>\n
                  3. Reflection<\/h6>\n

                  Students will:<\/p>\n

                    \n
                  • assess learning that resulted from these experiences<\/li>\n
                  • identify and justify skills transferable to portfolio purpose<\/li>\n<\/ul>\n
                    4. Evaluation<\/h6>\n

                    Students will:<\/p>\n

                      \n
                    • emphasize strengths to be used toward portfolio<\/li>\n
                    • reorganize skills by theme<\/li>\n
                    • formulate portfolio skill themes<\/li>\n<\/ul>\n
                      5. Selection<\/h6>\n

                      Students will:<\/p>\n

                        \n
                      • select items that best provide evidence of strengths and accomplishments toward portfolio purpose<\/li>\n
                      • assemble portfolio<\/li>\n<\/ul>\n
                        6. Celebration<\/h6>\n

                        Students will:<\/p>\n

                          \n
                        • celebrate completion of portfolio and share with others<\/li>\n
                        • describe transferable skills and strengths<\/li>\n
                        • present the portfolio<\/li>\n<\/ul>\n","protected":false},"author":1935,"menu_order":2,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-328","chapter","type-chapter","status-publish","hentry"],"part":326,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/328","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/users\/1935"}],"version-history":[{"count":0,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/328\/revisions"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/parts\/326"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/328\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/media?parent=328"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapter-type?post=328"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/contributor?post=328"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/license?post=328"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}