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

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

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

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

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

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

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

Senior Professional Portfolio

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

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

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

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?

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

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