PORTFOLIO GUIDELINES FOR NATIONAL CERTIFICATE (VOCATIONAL) The Gauteng Department of Education has developed these Portfolio Guidelines as a resource for college lecturers and students. The guidelines are also intended to establish a standard for portfolio assessment in the province. Assessment requirements related to the NC(V) qualifications are stipulated in the following national policy documents: • National policy regarding Further Education and Training programmes: Approval of the documents, policy for the National Certificates (Vocational): Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF) • National Certificates (Vocational) Subject Guidelines • National Certificates (Vocational) Assessment Guidelines; and National policy regarding Further Education and Training programmes: Approval of the document: national policy on the conduct, administration and management of the assessment on the National Certificates (Vocational). The national policy documents provide the ultimate prescriptions for NC(V) assessment, and these Guidelines are intended to highlight and supplement these prescriptions in order to facilitate implementation of assessment of (NC(V in the province and in the colleges. The process of development of portfolio guidelines for the different subjects has involved a large team of subject experts from the colleges, including both moderators and lecturer. Their participation constitutes an invaluable contribution to the process. Section A Portfolios 1. DEFINITION OF A PORTFOLIO A portfolio (PoE) is an ongoing systematic collection of evidence that demonstrates milestones in a student’s journey towards mastery, comprehension, application, and synthesis of a given set of concepts. It serves as a summary of the student’s progress in an academic learning or career environment. A portfolio makes use of a variety of items that serve as evidence that the student has achieved the required outcomes, and is evaluated by college assessors. The content of the portfolios should be created within realistic and appropriate college contexts relating directly to the NC(V) standard. 2. PURPOSE OF A PORTFOLIO The overall purpose of the preparation of a portfolio is for the student to demonstrate and provide evidence of mastery of a given set of learning objectives. Portfolios are typically personalized, long-term representations of the student’s own efforts and achievements. Whereas multiple choice tests are designed to determine what a student does not know, portfolio assessments emphasize what the student does know and can do. The portfolio includes the process followed in order to deliver a defined product corresponding to pre-established outcomes. The portfolio process improves the learning experience by encouraging self-evaluation. Portfolios are most appropriate when students need to integrate a number of ideas, procedures, and relationships. 3. PRINCIPLES OF PORTFOLIO DEVELOPMENT Portfolio activities must be designed so that lecturers can make accurate, fair and reasonable decisions based on the requirements as articulated in the Assessment Guidelines. • Portfolio tasks must comply with prescriptions in the Assessment Guidelines. • Portfolio tasks must be clearly formulated to correspond to the criteria of the NC(V) Assessment Standards. • Items of student work and achievement must be carefully selected for their relationship to the Subject Outcomes and Learning Outcomes as contained in the NC(V) assessment guidelines. • The portfolio must provide an authentic and realistic representation of the achievements of the student.
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