To start developing an e-portfolio for your course, ask yourself the following questions!
Be sure to take a look at the glossary at the end.
1. What are the outcomes for your portfolio?
Complete the following two sentences:
a. The portfolio should be able to help the student to…
b. The portfolio should be able to help me (the teacher) to assess the following GA(s):______________
- Citizenship
- Knowledge
- Learning
- Skills
- Creativity
- Communication
- Teamwork
2. How would you like to assess the outcomes of the portfolio?
You can:
a. choose to assess each artifact* /each category/the portfolio using a rubric*.
b. decide what assessment criteria are important for you:
c. give different weight to b (i-iv) or even to different outcomes.
d. assess the portfolio once or twice in the course of a semester.
3. What should the portfolio look like?
a. Nature of artifacts
[Note: artifacts, documentations and evidences can be assignments (but not limited to) to be included in a portfolio]
Append the table:
Be sure to take a look at the glossary at the end.
1. What are the outcomes for your portfolio?
Complete the following two sentences:
a. The portfolio should be able to help the student to…
b. The portfolio should be able to help me (the teacher) to assess the following GA(s):______________
- Citizenship
- Knowledge
- Learning
- Skills
- Creativity
- Communication
- Teamwork
2. How would you like to assess the outcomes of the portfolio?
You can:
a. choose to assess each artifact* /each category/the portfolio using a rubric*.
b. decide what assessment criteria are important for you:
- reflection (on choice of artifact / on alignment of artifact to graduate attribute)
- language
- creativity (in presentation/thinking/problem-solving)
- discipline-specific skill/core competency
c. give different weight to b (i-iv) or even to different outcomes.
d. assess the portfolio once or twice in the course of a semester.
3. What should the portfolio look like?
a. Nature of artifacts
[Note: artifacts, documentations and evidences can be assignments (but not limited to) to be included in a portfolio]
- Text (e.g. reflective text (journal/blog, creative text) and/or
- Multimedia/artistic expressions
Append the table:
b. Number of artifacts
i. Specify the number of artifacts that should be included under a category at the time of each assessment. Is the expectation realistic?
E.g.:
How many reflective journals should the student submit in the course of the semester? Or
How many evidences of extra-curricular engagement, out of class learning etc. should be included in the portfolio?
ii. Expect artifacts on a regular basis.
Weekly, Bi-week ly, Monthly
c. Organization & Design
d. Highlighting GA(s) where you think is appropriate
Tag* artifacts (to GAs/Core competencies)
In order to facilitate tagging, ask your students to include key words into their artifacts. The key words could be GAs for e.g. Creativity or discipline related words or both.
i. Specify the number of artifacts that should be included under a category at the time of each assessment. Is the expectation realistic?
E.g.:
How many reflective journals should the student submit in the course of the semester? Or
How many evidences of extra-curricular engagement, out of class learning etc. should be included in the portfolio?
ii. Expect artifacts on a regular basis.
Weekly, Bi-week ly, Monthly
c. Organization & Design
- Provide a template* to which students have to stick to. (reduces workload, helps students to organize their learning.
- Let students be creative and make portfolio’s organization part of the assessment.
- Show examples of well-designed portfolios and explain why they are good.
- Is group work also possible? If so, how would you like to assess it?
d. Highlighting GA(s) where you think is appropriate
Tag* artifacts (to GAs/Core competencies)
In order to facilitate tagging, ask your students to include key words into their artifacts. The key words could be GAs for e.g. Creativity or discipline related words or both.