Course Evaluation Subcommittee Chair
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
• Developmental or showcase?
• Who will evaluate?
• Presentation expectations?
• Hardcopy or electronic?
Pros & Cons
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
– 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.
instructor and/or classmates
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)
visual rhetoric (imagery and visual design)
• Potential for focusing on the processes of
• 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
For class Process skills
For program = package Metacognition (reflections,
from various classes or strengths/weaknesses,
capstone course goals, progress of
Electronic Portfolio Rubric Sample
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.
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
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
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
• Proficiency in professional competencies