1. Portfolios Assessment Strategies College of Saint Mary Faculty Inservice August 13, 2003

2. SELECTION not Collection History Why  Assessment FOR Learning  HLC Recommendations Assessment portfolios can support learning and change. Types

3. Examples J Griffin EDU 201 J Griffin R Coenen SENIOR R Coenen

4. Agenda Design and develop portfolio requirements for your program/course by:  Identifying purposes and outcomes  Identifying a framework for the portfolio design  Match portfolio outcomes with potential artifacts  Design portfolio evaluation plan

5. Show growth over time CANNOT be thrown together at the end of term REFLECTION essential

6. Step 1 What should students know and value? Identify outcomes Use page

7. What will it look like? Professional presentation Binder? Digital? Other?

8. Senior Professional Portfolio

9. Step 2 What will your portfolio look like? Explore contexts, types, frameworks and strategies for portfolio design Use page

10. Components Assignments Scholarly papers Projects Tests Required/Non-required Reflection Other Education Program Portfolio

11. Step 3 What will be included in portfolio? Match portfolio outcomes with potential artifacts Use page

12. Critical Friend Activity FOCUS ON RELEVANCE, APPLICABILITY, AND POSSIBILIITIES EXAMPLES  YOU CAN ALSO ADDRESS X WITH THAT…  THIS COULD ALSO BE COMBINED WITH …  THIS MIGHT ALLOW YOUR STUDENTS TO UNDERSTAND  NO NEGATIVE JUDGMENTS  FOCUS ON QUESTIONS AND CONFUSIONS EXAMPLES  I DON’T UNDERSTAND….  WHY DID YOU….?  COULD X HAVE A NEGATIVE EFFECT ON?

13. Step 4 How will the portfolio be evaluated? Criteria clear to instructors AND students from beginning  Rubric  Checklist  Peer Review  Faculty Review

14. Student Self-Assessment Students are active participants in learning Students identify strengths and weaknesses Weaknesses become goals for improvement