Students consulted individuals and used various resources to assemble portfolios that could easily be tailored to particular employment interests. They collected the information and samples (e.g., attitude surveys) over an extended period but assembled the portfolios after their Work Experience, so that evaluations of their employability skills could be used as data. Evaluation of the portfolios was based on three sets of ratings (self, a classmate, a potential employer) using a collaboratively designed review format and rating scale.

Planning for Assessment and Evaluation

• The teacher reviewed the concepts of transferable skills and employability with students, using references such as the Conference Board of Canada¹s "Employability Skills Profile" and other current sources. The teacher explained and modelled a demonstration of various employability skills.
• Students completed a variety of self-assessments to explore and identify their personal strengths, aptitudes, accomplishments, attitudes, and learning and working styles.
• Students interviewed each other, parents or other significant adults, and, in some cases, employers about their previous school and work experiences (including volunteer work and family responsibilities). They used the information from the interviews and Work Experience evaluations to create profiles that focussed on their transferable employability skills.
• The teacher outlined the nature, purpose, and contents of an employability skills portfolio, and provided opportunities for students to look over portfolios that other students had developed in previous years (or in other classes).
• To begin developing their portfolios, students worked with partners or in small groups. They shared samples they had selected and explained how each sample provided evidence of a particular skill. Others in the group discussed the samples and offered advice and suggestions.
• Each student then assembled an employability skills portfolio that could easily be tailored for a specific employment interest. The teacher provided time for students to review their completed portfolios with classmates, teachers, and others.

Defining Criteria

The teacher and students worked together to develop criteria for the employability skills portfolio. They brainstormed an initial list of criteria. Then a small group of students consulted with two or three potential employers or personnel managers to ensure that the students¹ criteria reflected key aspects of an effective portfolio (i.e., it would help them to communicate their strengths). The group reported its findings to the class, and the class reviewed and revised the criteria according to the feedback they received. The teacher reviewed the expectations for the task and collaborated with students to define the following criteria.

Contents of the Portfolio

• comprehensive: the portfolio shows what student can do; includes samples to illustrate attributes, interests, skills, and accomplishments
• relevant: material included is clearly relevant to employability (student has tailored, or can explain how to tailor, the information to suit the position he or she is seeking)
• credible: each attribute or skill is supported with clear, direct evidence
• focussed: an overview identifies key interests and strengths
• unique: conveys a strong sense of personal identity

Presentation of the Portfolio

• organized: includes an overview or cover page and a list of contents
• neat and attractive
• clearly written and grammatically correct

Assessing and Evaluating Student Performance

The teacher and students developed a review format and rating scale. When students handed in their portfolios, they included three sets of ratings for the content and presentation: their own, those of a classmate, and those of a potential employer.  

Content

Portfolio
Criteria		Rating
	Self	Classmate	Potential Employer
Comprehensive. The portfolio shows what the student can do; includes samples to illustrate attributes, interests, skills, and accomplishments.
Relevant. The material included is clearly relevant to employability; the student will be able to tailor the information to suit a position he or she is seeking.
Credible. Each attribute or skill is supported with clear, direct evidence.
Focussed. An overview identifies key interests and strengths.
Unique. Conveys a strong sense of personal identity.
Presentation Organized. (It includes an overview or cover page and a list of contents.)
Neat and attractive.
Clearly written in standard English.
Comments Overall reaction to this portfolio:
Two strengths in this portfolio (1) (2)
One or two suggestions for improving this portfolio:

Key

5 - A strength of this portfolio.
4 - Clearly evident in all parts of the portfolio, with few or no deficiencies.
3 -Evident in most parts and aspects. (There are some deficiencies.).
2 - Seldom in evidence. (The portfolio is deficient in several areas.)
1 - Not evident.

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