WHY USE PORTFOLIOS?
Portfolio assessment strategies provide a structure for long-duration, in depth assignments. The use of portfolios transfers much of the responsibility of demonstrating mastery of concepts from the professor to the student.
WHAT ARE PORTFOLIOS?
Student portfolios are a collection of evidence, prepared by the student and evaluated by the faculty member, to demonstrate mastery, comprehension, application, and synthesis of a given set of concepts. To create a high quality portfolio, students must organize, synthesize, and clearly describe their achievements and effectively communicate what they have learned.
WHAT IS INVOLVED?
Instructor Preparation Time: | Minimal, after the course learning objectives have been clearly identified. Can be high if multiple graders are to be trained (e.g., graduate teaching assistants) when used in large classes. |
Preparing Your Students: | Clear expectations must be provided to students at the beginning of the course. |
Class Time: | None. |
Disciplines: | Appropriate for all. |
Class Size: | Most applicable in small classes (n <30); possible in large classes with pre-existing infrastructure and less "open ended" character of evidence allowed. |
Special Classroom/Technical Requirements: | None. |
Individual or Group Involvement: | Individual. |
Analyzing Results: | Intense and requires a scoring rubric. |
Other Things to Consider: | Materials are presented in the natural language of the student and will vary widely within one class. |