Abstract
The article defines the objective, the tasks, the functions of the portfolio as an alternative means of presentationof the students’ achievements in higher professional school. Nowadays there is no specified structure of thestudent portfolio, it may vary according to the targets, direction, educational profile and other factors. The paperconsiders the development of the structure of the undergraduate student portfolio. It also describes the principlesof designing a portfolio, the main advantages and disadvantages of using a student portfolio in the universityeducational process. The practical relevance of this article reinforces the presented brief practical advice oncreation a portfolio.
Highlights
In the context of a new paradigm of the education development “lifelong education” the most demanded features of the students of higher education are mobility, dynamism, independence, commitment to efficient operation, ability to continuous self-development
Nowadays there is no specified structure of the student portfolio, it may vary according to the targets, direction, educational profile and other factors
It describes the principles of designing a portfolio, the main advantages and disadvantages of using a student portfolio in the university educational process
Summary
In the context of a new paradigm of the education development “lifelong education” the most demanded features of the students of higher education are mobility, dynamism, independence, commitment to efficient operation, ability to continuous self-development These personality traits without doubt can be developed only in conditions of personal activity. The portfolio tasks: to support and encourage educational motives of the student; to form the ability to set goals, to plan, to organize and be responsible for his own education and self-education activity; to design and implement the individual trajectory of the student’s development; to demonstrate the dynamics of the personal growth and professional development of the student; to develop skills in reflective and assessment activities; to present an integrated assessment of the level of the student’s readiness for future professional activities; to form the background for further successful self-actualization and self-realization in society. Vol 11, No 3; 2015 of the student, the level of his readiness for future professional activity, gaining experience in the organization of reflection and self-assessment)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
