Study Guide

Objective

Students are able to document their professional development and specify it in a written, visual and oral form. Students are able to assess their competence against the requirements of the world of work. Students know various approaches to creating a portfolio and able to estimate the needs and special requirements of portfolios used for different purposes. Students can produce a learning and/or professional portfolio that is appropriate for their goals. Students understand the meaning of self-assessment as part of the portfolio process and emergence of professional identity. Students can make active use of the portfolio as a tool of developing their professional competence and identity.

Content

• Reflection and documentation of one’s competence
• Portfolio as a tool to identify one’s competence and personal development
• Portfolio types (learning portfolio / professional portfolio)
• Organising and compiling a portfolio
• Alternative approaches and techniques to create a portfolio
• Portfolio’s role in job seeking

Materials

N/A

Teaching methods

Interactive lecture
Argumentation
Assignments
Contact teaching
Cooperative learning

Employer connections

Possible visiting speakers

Exam schedules

N/A

International connections

N/A

Completion alternatives

N/A

Student workload

In addition to teacher-led meetings, the implementation has independent individual and group tasks to be completed between meetings. Calendar reservations for independent work have also been marked for the implementation.

Further information

The course utilizes the Teams workspace. Space use only with Metropolia IDs. Those registered for the implementation will be added to the workspace.

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

The student identifies their own competence. The student understands the importance of the portfolio in professional development and the job search process. The student is able to document a portfolio project and is able to name their choices. The student's work result is professionally satisfactory. The student is able to utilise the portfolio as a tool for developing their own professional identity.

Assessment criteria, good (3)

The student recognises the strengths and areas for development of their own competence well. The student the importance of the portfolio in professional development and the job search process. The student is able to carefully document the portfolio project and is able to justify their choices. The student's workmanship is professionally good. The student is capable of partial self-direction. The student is able to utilise the portfolio as a tool for developing their own professional identity.

Assessment criteria, excellent (5)

The student identifies the strengths and areas for development of they own competence. The student understands the importance of the portfolio in professional development and the job search process. The student is able to document a portfolio project and is able to justify they choices. The student's work footprint is professionally appropriate. The student is able to utilise the portfolio as a tool for developing they own professional identity.

Assessment criteria, approved/failed

The student identifies their own competence. The student understands the importance of the portfolio in professional development and the job search process. The student is able to document a portfolio project and is able to name their choices. The student's work result is professionally satisfactory. The student is able to utilise the portfolio as a tool for developing their own professional identity.

Assessment methods and criteria

Assignments and learning assignments
Continuous assessment
Attendance
Self evaluation