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Emily Springfield 2004
Educational Portfolios: an
Overview
Emily Springfield 2004
Types of Portfolios
• Creators:– Students
• Details on subsequent slides
– Faculty• For tenure review• Benchmark course portfolios (current state of learning)• Inquiry course portfolios (track change across sections)
– Institutions• Accreditation• Recruiting
Emily Springfield 2004
Student Portfolios
• Functions:– Career portfolios demonstrate skills and
supplement resume and cover letter– Assessment portfolios help determine if
students have mastered information– Developmental portfolios help students make
connections and articulate the intangible• Forms:
– Paper, Web, CD-ROM, video, combination
Emily Springfield 2004
Career Portfolios
• Often viewed as “Electronic Resumes”• Demonstrates skills, samples of work,
pictures, etc.• Allows employers to view the level of
detail they want to see• Motivating power: High: similar to a
resume
Emily Springfield 2004
Career Portfolio: Dangers
• Resume and cover letter must stand on their own– Employers may not take time to look at them– Technology may be a barrier
• Too much “flash” and not enough “substance”
• Mid-level computer skills might not be good enough
Emily Springfield 2004
Career Portfolio: Example
Lisa Abate (Student of Indiana University's Instructional Systems Technologyprogram, which requires a final professional portfolio)
Emily Springfield 2004
Assessment Portfolios
• Determine if students have mastered information, skills, concepts
• Used to assess writing, studio or applied art, teaching materials, etc.
• Require collections of “artifacts”--papers, photos, drawings, lesson plans, etc.
• Mid-term and final assessment of learning• Motivating power: Mid: similar to an exam
Emily Springfield 2004
Assessment Portfolios: Dangers
• Poorly expressed or nonexistent goals for the Portfolio
• Collecting too much information• End of course may be too late• May be redundant or inefficient, esp. for
objectively-evaluated materials. – Do you really need a Portfolio to do the job?
Emily Springfield 2004
Assessment Portfolios: Example
Mark Kenefick(Student of Indiana University's Instructional Systems Technologyprogram, which requires a final professional portfolio)
Emily Springfield 2004
Developmental Portfolios
• Help students make connections and articulate the intangible
• Enhance experiential learning through reflection
• Help students make informed, intentional decisions
• MAKE STUDENTS THINK!• Motivating power: Low: similar to a journal
Emily Springfield 2004
Developmental Portfolios: Dangers
• Collection without reflections• Runs risk of becoming “just another
requirement”• Must be completed thoughtfully to be
beneficial • Web format does not guarantee
connections• Students and faculty both need to
understand why they are participating
Emily Springfield 2004
Developmental Portfolios: Example
Kate Jenks (Student of Kalamazoo College, which requires an ongoing developmental portfolio)
Emily Springfield 2004
Portfolio “Types”
• Misnomer – most portfolios serve more than one purpose
• Need to address each purpose individually and consciously
Emily Springfield 2004
Web vs. Paper Portfolios
• Web advantages– Easy accessibility and storage– Cross-linking capabilities– Improvement of computer skills
• Web disadvantages– Software learning curve– Too much focus on format instead of content– Software and training costs
Emily Springfield 2004
Common Conceptual Features
Comparing pfolios from several disciplines, most have the following features:
• Requirements (set by the college)• Benchmarks (set by state or a board)• Artifacts (collected student work)• Reflections or annotations (by student)• Comments (from professor or advisor)• “Resume” view (for employers)
Emily Springfield 2004
Schematic
Artifacts “bin” • A place to store all artifacts • You can link to artifacts within the bin from text
anywhere in the portfolio • Metadata allows items to be “called out” and dy-
namically placed into a number of different “views”
Reflections “bin” • A place to store all reflections • You can link to reflections within the bin from text
anywhere in the portfolio • Metadata allows items to be “called out” and dy-
namically placed into a number of different “views”
Requirements List • All of the requirements for the portfolio, e.g.:
• 10 artifacts • 25 reflections • Comments on each benchmark • Final reflective view • Final career view
• Customizable by School
Benchmarks/competencies List • Specific goals and objectives, usually as required by
state licensing boards, e.g.: • Demonstrate competence in computer technology • Demonstrate understanding of the profession’s code
of ethics • Customizable by School • There is some chance that the only requirements for the
portfolio are to achieve the benchmarks, but in most cases, there will be portfolio requirements in addition to the actual benchmarks.
Views • “Reports” or layouts that
arrange information for viewing by different audi-ences • “All” - shows all arti-
facts and reflections, sortable by subject, chronology, or alpha
• By requirement • By competency (may
be a clickable matrix) • Resume format • Other industry-
standard portfolio for-mat (customizable by school)
• New custom format (customizable by stu-dent)
• Data export—for im-port into HTML, etc.
Artifact • Data—text, video, image • Metadata
• Title • Date Created/modified • Abstract/description • Link to reflection(s) on this artifact • Categories (x3, customizable by
school and by individual) • Public/private
Artifact—created by student • Data—text, video, image • Metadata
• Title • Date Created/modified • Abstract/description • Link to reflection(s) on this artifact • Categories (x3, customizable by
school and by individual) • Public/private
Reflection • Data—text • Metadata
• Title • Date Created/modified • Abstract/description • What artifact it’s a reflection on
(including link/location) • Categories (x3, customizable by
school and by individual) • Public/private
Reflection—created by student • Data—text • Metadata
• Title • Date Created/modified • Abstract/description • What artifact it’s a reflection on
(including link/location) • Categories (x3, customizable by
school and by individual) • Public/private
Requirements—created by School or department
• Will meet student learning needs • Will meet departmental assessment
needs
Benchmarks—created by certifi-cation agency, or by School
• Often will be agency-mandated for certification
• If no agency certification exists, a school may choose to create their own benchmarks
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