Career Passports and Career Portfolios :: Career Passports Portfolios Essays

career Passports and occupational group PortfoliosPortfolios deliver long been utilize in some professions to showcase professional work and skill. In education, portfolios have also been enforced for assessment, including self-assessment (Lankes 1995 Pond et al. 1998). Both career portfolios and career passports recoil this dual focus school-age childs assess themselves in the work at of developing a product, and the resulting product showcases and documents their experiences and skills. A distinction is sometimes drawn between a portfolio as developmental and a passport as summative (Bridging the hatchway 1993). With portfolios, more(prenominal) emphasis is put on the developmental cover of self-assessment, proviso, and goal-setting with passports, more emphasis is put on the final product that sums up the results of the process and communicates them to others. In practice, however, both passports and portfolios represent a combination of developmental process and summati ve product. The value of the passport or portfolio is also twofold students come on to an awareness of their own skills and experience, and employers have richer, more detailed information for hiring decisions than is provided in transcripts and diplomas. As early as the mid-1980s, Charner and Bhaerman (1986) advocated a Career Passport as a way for secondary students to identify and document their work and nonwork experiences and to iterate those experiences into statements of skills specifically related to work. The process was necessary for students to understand what they had to offer to employers the resulting Career Passport provided employers with critical information to supplement the information in civilize transcripts or even resumes. The Ohio Individual Career Plan (ICP) and Career Passport. The Ohio Career Passport is the capstone of students career decision-making process, begun before the ninth grade (Gahris n.d.) The planning and decision making involved in the ICP process lead to for each one students Career Passport, an individual credential housing an array of formal documents that students use in the next step after postgraduate school. Components include a letter of verification from the school a student-developed resume a student narrative identifying career goals and underlying rationale a transcript (including attendance) diplomas, certificates, licenses, or other credentials and a list of each specific vocational program competencies. The state recommends housing those components in a consistent, easily recognizable folder. Students develop ICPs through career interest and aptitude assessment, exploration experiences, kinda through job shadowing, and annual review and revision in high school. The ICP and Career Passport can be developed in any statewide curriculum area but most often this occurs in English or social studies, with assistance from the computer instructor and management counselor.