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Explains the purpose of student portfolios in work-based learning settings and how stakeholder agreements support accountability and communication among students, parents, schools, and employers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-assessment-strategies-and-resources-student-portfolio-and-stakeholder-agreements/534433/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-assessment-strategies-and-resources-student-portfolio-and-stakeholder-agreements/534433.png","ImageObject",300,407,{"name":42,"@type":43},"Levi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of using a student portfolio?","Question",{"text":63,"@type":64},"A portfolio supports students’ growth by showing technical competencies and essential skills through artifacts and evidence from work-based learning. It also helps communicate readiness and highlight goals, planning, and gaps for future improvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which self-assessment inventories are recommended?",{"text":68,"@type":64},"The document recommends using an early career interest inventory for middle school students and provides options for interest and essential skills inventories, including literacy self inventory resources.",{"name":70,"@type":61,"acceptedAnswer":71},"What stakeholder agreements are needed for work-based learning?",{"text":72,"@type":64},"For WBL activities classified as workplace experience or workplace experience courses, the minimum agreements include teacher, student, and parent stakeholder agreements. 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McMillan and Jessica Hearn.  \nStrategies and Resources  \nEarly Career Interest Inventory (recommended in middle school)  \n•  Career One Stop Interest Assessment Student Self Inventory Assessments  \n•  Self Inventory-Essential Skills  \n•  Self Inventory- Illinois Worknet PDF  \n•  Self Inventory-Problem Solving Document  \nLiteracy Self Inventory  \n•  Self Inventory-Multiple Intelligence Website  \nReflection  \n•  Bloom’s Student Reflection (used when doing a certain training station or event)  \n•  Essential Skills-Working with Others-Student Activity Reflection  \n•  Essential Skills-The Thought Process-Student Activity Reflection  \n•  Essential Skills-Self Regulation-Student Activity Reflection (CHANGE) MetaCognition  \n• WBL-Think Pair Share  \n• WBL-Goal Setting-Force Field Push and Pull Worksheet  \nMind Mapping  \n•  Make a Mind Map of the Current Situation  \nStudent Portfolio  \nIntention of the Portfolio  \nThere are a whole host of reasons why students benefit from portfolios, especially when completed in conjunction with a Work-Based Learning experience. Students display growth in proficiency of the Technical Competencies and Essential skills. They show advanced understanding of tasks in work settings, technical writing, safety and industry specific vocabulary growth. They reveal evidence of such growth as the artifacts that students place in their portfolio. This evidence is often used as a tool to communicate to parents, community organizations and employers that the student is ready for the next steps of their career path.  \nWhether the next steps in their journey takes them to a college classroom or a work setting, the students often gain an appreciation of the work they set out to do through compilation and review of a summative portfolio. Some of the most important components of the portfolio reveal that the students have set goals for themselves and have created planning procedures to either achieve or fall a little short and make needed adjustments. In most cases, even when the students fall short of their expectations, they do so under the guidance and supervision of someone who taught them that it is possible to fall short of reaching your goals while still growing, developing, and achieving at a high level. That person assisting them, most commonly their coordinator/teacher, often observes that the student learns a lot more than the student initially thought they would.  \nThe intention of using a portfolio is to teach the student the lesson of life and to focus on the growth and development that has occurred. Students must understand that not everyone is successful all the time and that working hard can be the difference between success and failure. Finally, completing a portfolio reveals some gaps that the student can work on post high school, to better hone their skills and build on the resources that they have already achieved.  \nStakeholder Agreements  \nWhen completing a WBL experience, it is important to have stakeholder agreements, with or without a portfolio requirement. These agreements hold all parties involved to be active and accountable in the educational process, and promotes open and active communication between the student, parents, school and community members. These  \nstakeholder agreements often have direct information that discuss student goals and/or expectations of the student. When using a portfolio to display the growth of a student, it is important to share these documents as a placeholder to what the student signed up for, and to display where they began their work experience process.  \nAt a minimum, WBL programs should have a teacher, student and parent stakeholder agreement for any WBL activities that are classified as Workplace Experience or Workplace Experience Courses including student led enterprises, school based enterprises, supervised agricultural experiences, clini","cbCaiahHxyTz49KO","https://ap.wps.com/l/cbCaiahHxyTz49KO","pdf",498922,11,"English","# Student Self Assessment\n## Strategies and Resources\n## Reflection\n## Mind Mapping\n## Student Portfolio\n## Stakeholder Agreements\n## Possible Portfolio Components","[{\"question\":\"What is the purpose of using a student portfolio?\",\"answer\":\"A portfolio supports students’ growth by showing technical competencies and essential skills through artifacts and evidence from work-based learning. It also helps communicate readiness and highlight goals, planning, and gaps for future improvement.\"},{\"question\":\"Which self-assessment inventories are recommended?\",\"answer\":\"The document recommends using an early career interest inventory for middle school students and provides options for interest and essential skills inventories, including literacy self inventory resources.\"},{\"question\":\"What stakeholder agreements are needed for work-based learning?\",\"answer\":\"For WBL activities classified as workplace experience or workplace experience courses, the minimum agreements include teacher, student, and parent stakeholder agreements. It also calls for student, employer, and coordinator agreements covering responsibilities, requirements, and compensation when applicable.\"}]","Student Assessment - Strategies and Resources - Student Portfolio and Stakeholder Agreements | PDF",1791598343,28]