Portfolios

Kim AndersonCourse 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 program.

Is a Portfolio the Appropriate Assignment/Assessment?

• 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 instructors

Student responsibility Difficult if a collective task

Student self-awareness of learning Peer critiques may be difficult

Student may use for application process

Identity protection

Identify curriculum gaps Storage issue if not electronic

Focus discussion on student learning Must include standards for assessment

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 outcomes.

Assessment by using Portfolios

• Long-term record of student progress & achievement to assess programs, courses, or projects.

• 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

created?• 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?

Purpose• 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 learning.

• Evaluation portfoliosdocument achievement for grading purposes, progress toward standards, and may assist with appropriate student placement.

Audience

• In-class instructor and/or classmates• Out-of-class other discipline faculty, potential employer,

university admissions officer, advisory board

Content• Depends on the answers to “purpose” and

“audience”• Paper products• Other types of media (CD or web)

artifactsvideotaping performancescanning productsdigitizing audio

visual rhetoric (imagery and visual design)• Manageable

Process• Potential for focusing on the processes of learning• Self-improvement• Metacognitive processes of thinking (internal

monitoring of one’s own understanding)• Reflection component may be most critical

elementcomment 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

Management

• Formative or summative (development process)

• Logistics (paper or electronic storage; where kept; who’s responsible)

• Progress and Product (tracking; type)• Access & Privacy (who and when; identity)

Communication

• 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

AssessmentEvaluate vs. Grade What to Grade How to Evaluate/Grade

Evaluation = making a judgment

Not to grade = already graded contents selected

Complex product

Grading = assigning point or letter value to a judgment

To grade = more than compilation of content

Rubric provides clarity (judgment of quality & elements) and consistency (multiple evaluators)

For class Process skills

For program = package from various classes or capstone course

Metacognition (reflections, strengths/weaknesses, goals, progress of standards)

Organizational elements

Electronic Portfolio Rubric SampleName: ___________________________Date: ________________Section Number:___________________

Skill Exceptional Effective Acceptable Unsatisfactory

Creative Use ofTechnology

Innovative use of graphics,sound, e-mail, additionalsoftware, and Internetresources; superiorpresentation.

Several creative sounds,graphics, and links used;presentation keepsreader's attention.

Some use of interestingsounds and graphics;predictable presentation.

No evidence ofindependent resources;monotonous presentation.

Content Choice Samples show studentprogress and knowledge ofnetiquette.

Samples show studentprogress and someknowledge of netiquette.

Samples show somestudent progress and someknowledge of netiquette.

Random selection choice;no knowledge ofnetiquette.

Organization/Mechanics

Flawless grammar andpunctuation; layout is easyto navigate.

Very few grammar andpunctuation errors;layout is easy tonavigate.

Some grammar andpunctuation errors; layoutis sometimes confusing tonavigate.

Several grammar andpunctuation errors; layoutis very difficult tonavigate.

PersonalReflection

Excellent evaluation ofpersonal strengths andweaknesses.

Accurate considerationof personal strengths andweaknesses.

Somewhat superficialconsideration of personalstrengths and weaknesses.

Lackluster interest in ownwork.

E-portfolios

Digital collection of student work1. Student-centered active learningdiverse purposes; enrichment

2. Dynamic digital technologyWeb 2.0; social networking sites; web-authoring platforms

3. Accountabilityoutcomes assessment

4. Mobile studentsmultiple college enrollments over extended time spans

E-portfolio project uses• Document development within a course or

program• 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