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         Kim Anderson
Course Evaluation Subcommittee Chair
            Summer 2009
         What is a Portfolio?
Portfolios are a purposeful compilation of
student work, usually including student
reflection on their achievement of the student
learning outcomes and how the evidence
supports their conclusion. A portfolio can be
used as a culminating task for a course or for a
       Is a Portfolio the Appropriate
•   Purpose?
•   Requirements?
•   Developmental or showcase?
•   Size?
•   Who will evaluate?
•   Presentation expectations?
•   Hardcopy or electronic?
•   Confidentiality?
                           Pros & Cons
             Strengths                              Weaknesses
Direct evidence                        Takes time for students and
Student responsibility                 Difficult if a collective task

Student self-awareness of learning     Peer critiques may be difficult

Student may use for application        Identity protection
Identify curriculum gaps               Storage issue if not electronic

Focus discussion on student learning   Must include standards for
           Types of Portfolios
• All-Inclusive Portfoliosthat contain a complete
  record of all work done by a student in a
  course or program.
• Selection Portfoliosthat are focused on
  documenting the achievement of mastery of
  specific course or program student learning
             by using Portfolios
• Long-term record of student progress &
  achievement to assess programs, courses, or
• Fundamental elements to support student
  learning (metacognition)
  – Student involvement in entry selections
  – Student reflections about learning
  – Student discussion with faculty about learning
   Creating a Portfolio Assignment
• Purpose: What is the purpose(s) of the portfolio?
• Audience: For what audience(s) will the portfolio be
• Content: What samples of student work will be included?
• Process: What processes (e.g. selection of work to be
  included, reflection on work, conferencing) will be engaged
  in during the development of the portfolio?
• Management: How will time and materials be managed in
  the development of the portfolio?
• Communication: How and when will the portfolio be
  shared with pertinent audiences?
• Evaluation: If the portfolio is to be used for evaluation,
  when and how should it be evaluated?
• Growth portfoliosdemonstrate change over time, help develop
    process skills such as self-evaluation and goal-setting, identify
    strengths and weaknesses, and track the development of
    products/performances. This type of portfolio emphasizes the
    process of learning.
•   Showcase portfoliosdemonstrate end-of-semester
    accomplishments as it is a sample of best work (for employment or
    university admission), indicates the student’s perceptions of his/her
    most important work, and communicates a student’s current
    aptitudes. This type of portfolio emphasizes the product of
•   Evaluation portfoliosdocument achievement for grading
    purposes, progress toward standards, and may assist with
    appropriate student placement.
• In-class
  instructor and/or classmates
• Out-of-class
  other discipline faculty, potential employer,
  university admissions officer, advisory board
• Depends on the answers to “purpose” and
• Paper products
• Other types of media (CD or web)
  videotaping performance
  scanning products
  digitizing audio
  visual rhetoric (imagery and visual design)
• Manageable
• Potential for focusing on the processes of
• Self-improvement
• Metacognitive processes of thinking (internal
  monitoring of one’s own understanding)
• Reflection component may be most critical
  comment on why; what liked/not liked; processes
  in developing samples; describe skill/knowledge
  development; identify strengths/weaknesses of
  work; set goals/strategies; and self-efficacy
• Formative or summative (development
• Logistics (paper or electronic storage; where
  kept; who’s responsible)
• Progress and Product (tracking; type)
• Access & Privacy (who and when; identity)
• Portfolios are meant to be shared
• Portfolios should tell a story about that
  student and his/her learning
• Student must take ownership of the process
Evaluate vs. Grade          What to Grade                 How to Evaluate/Grade
Evaluation = making a       Not to grade = already        Complex product
judgment                    graded contents selected
Grading = assigning point   To grade = more than          Rubric provides clarity
or letter value to a        compilation of content        (judgment of quality &
judgment                                                  elements) and consistency
                                                          (multiple evaluators)
For class                   Process skills
For program = package       Metacognition (reflections,
from various classes or     strengths/weaknesses,
capstone course             goals, progress of
                            Organizational elements
Electronic Portfolio Rubric Sample
Name: ___________________________
Date: ________________
Section Number:___________________

Skill             Exceptional                   Effective                Acceptable                Unsatisfactory

Creative Use of   Innovative use of graphics,   Several creative         Some use of interesting   No evidence of
Technology        sound, e-mail, additional     sounds,                  sounds and graphics;      independent
                  software, and Internet        graphics, and links      predictable               resources;
                  resources; superior           used;                    presentation.             monotonous
                  presentation.                 presentation keeps                                 presentation.
                                                reader's attention.

Content Choice    Samples show student          Samples show student     Samples show some         Random selection
                  progress and knowledge of     progress and some        student progress and      choice;
                  netiquette.                   knowledge of             some                      no knowledge of
                                                netiquette.              knowledge of              netiquette.
Organization/     Flawless grammar and          Very few grammar and     Some grammar and          Several grammar and
Mechanics         punctuation; layout is easy   punctuation errors;      punctuation errors;       punctuation errors;
                  to navigate.                  layout is easy to        layout                    layout
                                                navigate.                is sometimes confusing    is very difficult to
                                                                         to                        navigate.
Personal          Excellent evaluation of       Accurate consideration   Somewhat superficial      Lackluster interest in
Reflection        personal strengths and        of personal strengths    consideration of          own
                  weaknesses.                   and                      personal                  work.
                                                weaknesses.              strengths and
Digital collection of student work
1. Student-centered active learning
diverse purposes; enrichment
2. Dynamic digital technology
   Web 2.0; social networking sites; web-authoring platforms
3. Accountability
outcomes assessment
4. Mobile students
multiple college enrollments over extended time spans
        E-portfolio project uses
• Document development within a course or
• Learning community-integrate across courses
• Document skills/knowledge for employers
• Outcomes Assessment (course or program or GE)
• First year course to Capstone course (throughout
  or at each end)
• Program benchmarks (by course or outcomes for
  longitudinal data)
• Proficiency in professional competencies

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