E-Portfolio Safe

A* CHILD DEVELOPMENT CENTRE
E-Portfolio Handbook
A guide for new teachers
Teacher Finjie Koh
This is an electronic portfolio handbook to help guide new teachers to

assess a preschool child in the respective learning domains.
Finjie Koh
T04
Content page
1.1
1.2
1.3
1.4
Definition of child portfolio assessment

Key principles in portfolio assessment
Sample of background information of focus child
Photo-documentation sample observations of the
child engaged in activities 1

1.5 Sample of the summary report of the childs progress
2
1.6 Sample of the recommendation

1.7 Appendix
Hello teachers, welcome to the

e-portfolio handbook guide!
This handbook is all you need
to do an e-portfolio for the
children in your class. Have
fun!
1- Involves the learning areas such as Motor Skills Development, Numeracy, Language
& Literacy, Social-Emotional Development, in either of the observations
2- In terms of physical (fine or gross), intellectual, language and social-emotional skills
3- Learning activity that could enhance or develop the childs developmental skills
1.1 Definition of child portfolio assessment
Finjie Koh
T04
According to Gillespie et al (1996), Portfolio assessment is a

purposeful,
multidimensional process of collecting evidence that illustrates a
students accomplishments,efforts, and progress (utilizing a
variety of authentic evidence) over time. (p. 487)
Please remember that the

childs identity is protected
as this is a sample thus, the
childs faces are blurred and
a pseudonym is used
Finjie Koh
T04
1.2 Key principles in portfolio assessment
I.
Benefit children (Teachers will be able to assess the child

individually and come up with recommended activities to
help them eg. doing a fun activity that they like)
II.
Valid: desired outcomes of skills, knowledge and dispositions

(Follows the development milestone that is appropriate for
the child eg. getting the child to spell the word please at
K2)
III.
Reliable: Consistent and Accurate (Observations are carried

out throughout the year and is also captures through videos
and pictures)
IV.
Fair: age appropriate, developmentally appropriate and

individual appropriate (eg. assessing a 5 year old child based
on the 4-6 year old developmental milestone)
Finjie Koh
V.
T04
Flexible: method of data collection (eg. different methods of

collecting data such as anecdotal records, work samples,
photographs and videos)
Finjie Koh
T04
1.3 Sample of background information of focus

child
Childs Name: Theo James

Childs Pseudonym*: Theo James
Class level: Kindergarten 2
Date of Birth: 15/2/2008
Age: 6 years 5 months
Gender: Male
Family Structure: Father, Mother, Older brother, Older sister
Primary Caregiver: Mother
Level of school entry: Since Nursery 1
Hobbies: Drawing, Reading
Demographic Data entry date: 20 July 2014
Finjie Koh
T04
*- to be used when identity of child is to be protected
1.4 Photo-documentations sample observations of

child
Photo Documentation Observation #1
Observers Name: Finjie Koh
Observation Date / Time: 8 July 2014/ 5pm
Childs name*: Theo James
Childs Age: 6 years old
Venue: Red Schoolhouse / K2 Classroom
Setting: Free Play
Learning Domain Area/s: Numeracy & Motor Skill Development
Developmental Skill Domain/s: Intellectual (Math) & Physical (Fine)
Objective/s:
1. Recognize, predict and complete complex pattern (eg. ABB) (KCG Numeracy, Ordering
and Patterning, Strand 2.8)
2. Use crayon, pencils or other drawing/writing tools with good control (eg. colour within
lines, copies letters and shapes) (KCG Motor Skill Development, Fine Motor Skills,
Strand 2.12)
Contextual Significance
Para
1
Observation
Photograph (in colour)
Data
Theo is reading
out the pattern
on the paper eg.
circle, triangle,
triangle, circle,
triangle,
triangle.
He then
completes the
pattern by filling
the empty boxes.
Interpretation
Theo is able to
recognize,
predict and
complete
complex
patterns (eg.
ABB,AB,ABC).
Finjie Koh
T04
Theo completes
the pattern by
copying the
shapes and
filling up the
empty boxes
with a pencil.
Theo is able to
use a pencil
with good
control to copy
shapes and
drawing within
a box.
*- use real name in school, otherwise use pseudonym
Finjie Koh
T04
Observers Name: Finjie Koh

Observation Date / Time: 8 July 2014/ 5pm
Childs name*: Theo James
Childs Age: 6 years old
Venue: Red Schoolhouse / K2 Classroom
Setting: Free Play
Learning Domain Area/s: Social Emotional Development & Language & Literacy
Developmental Skill Domain/s: Social-emotional skills & Intellectual (Language)
Objective/s:
1. Read simple sentences (KCG Language and literacy, Word Recognition, Strand 2.24)
2. Expressed their opinion (KCG Self and social awareness, Self-awareness, Strand 1.8)
Para
1
Observation
Data
Theo reads the
sentences
written on the
paper.
Theo asked if he
could draw his
feelings out
before
explaining. He
then drew a
smiley face
beside the
sentence How
do you feel?.
Interpretation
Theo is able to
read simple
sentences such
as What did
you learn in
class today?
and How do
you feel?.
Theo is able to
express himself
through both
words and
drawings.

8
Finjie Koh
T04
1.5 Sample of the summary report

Physical Development
Fine Motor Skills
Theo (6 year 5 months) can use a pencil with good control to copy
shapes and drawing and draw in within a box (Observation 1, para 2)
etc.
Cognitive Development
In the intellectual domain (Mathematics), Theo is able to
recognize, predict and complete complex patterns (eg.ABB,AB,ABC)
(Observation 1, para 1) etc.
Language Development
Theo is able to read simple sentences such as What did you learn
in class today? and How do you feel?(Observation 2, para 1) etc.
Social & Emotional Development
Theo is able to express himself through both words and drawings
(Observation 2, para 2) etc.
Remember to add in
sub-headings for your
summary report!
9
Finjie Koh
T04
1.6 Sample of the recommendation

(Learning activities that could enhance or develop the childs
developmental skills)
Social Emotional Development
Although Theo (6 year 5 months) is able to express himself
through words, he prefers to express himself with drawings and rarely
speaks up in class. We can get him to speak up more by having more
show-and-tell sessions in class and also have more activities such as
role-playing to get him to be used and more comfortable with
expressing himself with words.
You have come to the end of

the e-portfolio handbook guide!
I hope that this has been
helpful to you and the
templates are attached below.
Now, go on and enrich the lives
of the children
10
Finjie Koh
T04
1.7 Appendix
Demographic Data of focus child
(template)
Childs Name:
Childs Pseudonym (to be used when identity of child is to be protected):
Class level: (eg Nursery)
Date of Birth (dd/mm/yy):
Age (yy/mm):
Gender:
Family Structure: (eg Father, grandma, 2 younger sisters)
Primary Caregiver:
Level of school entry: (eg since playgroup)
Hobbies:
Demographic Data entry date:
11
Finjie Koh
T04

Observers Name:
Observation Date / Time:
Childs name*:
Childs Age:
Venue:
Setting:
Learning Domain Area/s:
Developmental Skill Domain/s:
Objective/s:
1.
Para
Observation
Data
Interpretation
1
2
12
Finjie Koh
T04
References
Gillespie, C., K. Ford, R. Gillespie, & A. Leavell (1996). Portfolio Assessment:
Some questions,some answers, some recommendations. Journal of
Adolescent & Adult Literacy. 39, 480 91.
Ministry of Education (2008). Kindergarten curriculum guide. Singapore: MOE
13

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A* CHILD DEVELOPMENT CENTRE

This is an electronic portfolio handbook to help guide new teachers to

Definition of child portfolio assessment

child engaged in activities 1

1.6 Sample of the recommendation

Hello teachers, welcome to the

1.1 Definition of child portfolio assessment

According to Gillespie et al (1996), Portfolio assessment is a

Please remember that the

1.2 Key principles in portfolio assessment

Benefit children (Teachers will be able to assess the child

Valid: desired outcomes of skills, knowledge and dispositions

Reliable: Consistent and Accurate (Observations are carried

Fair: age appropriate, developmentally appropriate and

Flexible: method of data collection (eg. different methods of

1.3 Sample of background information of focus

Childs Name: Theo James

*- to be used when identity of child is to be protected

1.4 Photo-documentations sample observations of

*- use real name in school, otherwise use pseudonym

Photo Documentation Observation #2

Observers Name: Finjie Koh

Photograph (in colour)

*- use real name in school, otherwise use pseudonym

1.5 Sample of the summary report

1.6 Sample of the recommendation

You have come to the end of

Photo Documentation Observation #1

Observation Date / Time:

Photograph (in colour)

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