Asset-based Assessment and Evaluation in Education

Using Portfolios to
Assess Learning in a
University
Course:
Effective
Learning

Sarah Elaine Eaton, PhD

University of Calgary

2010-2011
 Using Portfolios to Assess Learning in a University Course: Effective Learning

During conversations with other school teachers and university colleagues, Iʼm often
asked exactly how I used portfolios in my university class, Effective Learning.

Iʼll be frank. Iʼve taught two different subjects in undergraduate courses: Spanish and
Effective Learning. The department where I teach Spanish is very traditional and the
idea of using asset-based evaluation has been discussed, but not embraced. At least,
not yet.

Donʼt get me wrong, there are some excellent educators in the department. I respect
and admire my colleagues there. Iʼd say that overall though, Iʼm less traditional than a
good number of them. So the idea of opting for something like a student portfolio was
something I was more keen to experiment with.

I decided to give it a try with the other course I teach, which is Effective Learning. For
students on academic probation, the course is one of the requirements they must meet
in order to get themselves off probation.

As an instructor, knowing that youʼre going to face a crop of students who likely donʼt
really want to be there and who just might have a bit of a problem with authority is a bit
daunting. Some of them have learning disabilities or suffer from test anxiety, along with
having poor study habits and low levels of personal responsibility in their studies.

A balanced approach

As a teacher, I am strongly in favour of asset-based or strength-based approaches to

assessment. I believe that such approaches motivate students to want to be the best
they can be and to find joy in learning.

However, I am not naive. I have worked in post-secondary institutions, in various

capacities, since 1989. I understand that a learning professional must find a balance
between their personal philosophies and those of the institution, and the system, in
which he or she works.

So while I believe whole-heartedly in asset-based evaluation, I also recognize that

students face a variety of evaluation methods in their university courses, from essays to
multiple choice exams. Although I hope one day that all learner assessments will be
strength-based, I know that is not the case right now. I wanted to create a positive
learning experience for them, and at the same time, prepare them for the reality of
academic life in the early part of the twenty-first century.

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 2

I opted to incorporate a Learning Portfolio as part of their overall assessment. Knowing
that they also needed to improve their test-taking skills, we incorporated traditional
tests, as well as individual assignments and a group project into the course. That way,
students got exposure to a variety of types of assignments and assessments.

Sharing professional experience

I developed this guide to share with colleagues so

they would know how I went about using “Leaders learning from each
portfolios. I wonʼt say itʼs the only way. Perhaps itʼs other raises the bar for all”.
not even the best way. It was my first time -Michael Fullan,
incorporating portfolios into a course, so Iʼm sure Turnaround Leadership
that there are many other educators out there who
have more experience and expertise in this area.

It is my hope that over time, we will use portfolios more and more in all our learning
contexts, from K-12 to post-secondary and in adult education, too.

Format

Because the concept of portfolios was new for them, I guided them as to what to
include. Writing a reflective journal was a practice undertaken by instructors of other
sections of the course and I thought it was a good idea, so we included some journal
entries in their portfolio. The purpose of that was to demonstrate, through their own
reflections and discovery, a process of academic and personal growth throughout the
semester. Becoming self-aware and self-regulated learners was important for this
group, so journal entries were appropriate.

The journal entries comprised one section of the portfolio. The other section was
comprised of items they chose. We called them “demonstrations of learning”. We
agreed to extend the idea of learning beyond the classroom and look at learning as a
lifelong pursuit.

Students were asked to consciously collect and then select items that demonstrated
their progress as learners. If the item didnʼt clearly show their progress, they were to
write a brief synopsis of why they had included the piece, why it was significant and to
justify how it demonstrated their learning progress.

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 3

A surprising response

When I first introduced the idea of portfolios to my class, I asked how many of them had
done a portfolio before. Only one student raised their hand.

I explained what a portfolio is and how it can be used. I have had a professional
portfolio since the late 1990s, so I brought mine in to show them. I said that a
professional portfolio differs from a learning one, but that the underlying premise of
demonstrating what you know by gathering evidence and examples together in one
place was a commonality between them.

The general reaction surprised me. They were confused. Bewildered. The idea of an
“asset-based” assignment and evaluation was new for most of them. It was a little scary.
They understood black and white. Right and wrong. Even though many of them had bad
experiences taking exams, it was all they knew. Some were skeptical. Others
questioned how it was going to be graded. Someone asked if it was a “cupcake
assignment”, meaning basically theyʼd get 100% just for completing it.

An insistence upon rigor

I made it very clear that this was not a “cupcake assignment”.

We talked a good deal about the philosophy behind strength-based evaluation and what
it meant... and how the assignment would be graded. Included at the end of this report
is a copy of the grading rubric I developed to show them exactly how their work would
be assessed. They needed and wanted to understand how it would all work.

Guiding their progress

In order to prevent them from doing it all at the last minute, we took time in class to write
a journal entry every week or so. They were given a topic as a guide, and were asked to
include a personal reflection or response.

Entries were handed in every week. Students received qualitative feedback on their
journals throughout the semester, but no grade. The quantitative feedback came at the
end, when they passed in their entire portfolio.

Between the time they received their qualitative feedback and the time they handed in
their learning portfolios, they could re-write or add to their initial journal entries. Or they
could leave them as they were.

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 4

A choice of format

Students were given a choice of how they could present their work. It could either be in
digital format or hard copy. If they chose a digital format, they were responsible for
setting it up and ensuring that the final product could be easily read and assessed as
one cohesive project.

What I didnʼt accept was an e-mail with a number of individual attachments. Students
were challenged to find a way to present their final work in a professional manner
befitting an effective learner.

Most students chose to present their work in hard copy. Only one chose to do a digital
portfolio.

Here is a photo of some of their portfolios.

(Studentsʼ personal information has been hidden or removed in this photo).

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Assignment Overview and Grading Rubric

On the following pages, you will find a copy of the assignment overview that was given
to students.

Iʼve also included a copy of the grading rubric I used to evaluate their work.

In addition to these documents, both of which students received to help them undertake
the portfolio assignment, we also had a number of in-class discussions about asset-
based evaluation and what a strength-based approach is in learning.

Having conversations was an important part of the process, as it helped them learn a
new way of thinking about learning, education and evaluation.

Recommendations

For anyone interested in using portfolios in your class, I encourage it. Research what
other educators are doing. Find out what will work for you and your class. The important
thing, of course, is for students to focus on what they can do, demonstrate their learning
and learn to “own” what is theirs... the joy of learning, the thrill of progressing and the
innate knowledge that they are capable of growing, rising to new challenges and being
confident in who and where they are today, as well as the person they are developing
into.

Contact me: seaton@ucalgary.ca or sarahelaineeaton@gmail.com

Sources consulted

Here are some of the resources I consulted before I put together the assignment:

Barrett, Helen.  February 18, 2009. ISTE Webinar. http://sites.google.com/site/

eportfolios/iste
Barrett, Helen (2004). Professional Development for Implementing Electronic Portfolios.
Retrieved from http://electronicportfolios.org/teachers/profdev.html
Barrett, Helen. (n.d.) http://electronicportfolios.org/index.html
Brownell, Wendy. Linguafolio and Portfolios. (n.d.) http://
wendybrownell.wikispaces.com/Linguafolio+and+Portfolios
Grace. (1992). The Portfolio and Its Use: Developmentally Appropriate Assessment of
Young Children.   Retrieved from http://www.tcdsb.org/academic_it/ntip/
Assessment%20Files/PDF%20Format%20V5/4a-%20Assessment%20-
%20Portfolio%20Assessment.pdf
North Carolina Regional Educational Laboratory. (n.d.). Portfolios.   Retrieved from
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 6

 University of Calgary
UNIV 205 - Effective Learning
Instructor: Dr. Sarah Elaine Eaton

Assignment Overview

Portfolios are being used more and more in education. In terms of evaluation, are an
asset-based tool. Unlike a test, which shows the instructor what your deficiencies are, a
learning portfolio takes the opposite approach. It provides the student with an
opportunity to demonstrate, through concrete examples, what you do know.

Make no mistake. Just because a portfolio does not follow “traditional” deficit-based
models of evaluating your progress, that does not mean it is a “pansy” assignment.
Grading criteria will be rigorously applied. This assignment is worth 26% of your final
grade. A rubric is included, so you can see how it will be graded.

It will be up to you do demonstrate, in concrete terms, why you have chosen each entry
for your portfolio. Part of your assignment is to convince me that is demonstrates your
learning progress.

Assignment Instructions

Learning portfolio (26% of your final grade):

The learning portfolio will contain all seven (7) journal entries (2% each = 14%) and a
minimum of six (6) individual contributions (12% of your final grade) that reflect your
experience, growth and progress as a learner in the post-secondary environment.

Reflective journal (14%) - Students will be given class time to write seven (7) journal
entries in which they will record and reflect upon their experience in the course. The
purpose of this assignment is to provide students with an opportunity to reflect on
themselves as learners and on the concepts, issues, and/or experiences of relevance
throughout the course. Themes will be provided in class to guide the writing. Journals
will be evaluated based on ability to relate course material to personal experience.

Individual portfolio contributions (12%) - Studentsʼ individual contributions to their

learning portfolio may include news articles, scholarly journal articles, podcasts and
other materials relating to their individual learning journey. There must be a minimum 6
individual contributions to the learning portfolio, over and above the reflective journal
entries. If there are fewer than 6 contributions, a maximum of 2 points will be awarded
for each contribution.

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 7

 Learning Portfolios - Grading Rubric

Name

Item Criteria Notes Points

Journal Entry #1 Each journal /2

demonstrates self-
awareness,
metacognitive
process and
Journal Entry #2 development. /2

Each entry is well-

written, with clear
articulation of ideas
Journal Entry #3 /2
and reflections.

Journal show
progress from the
Journal Entry #4 first to the last in /2
terms of depth of
understanding and
reflection.

Journal Entry #5 /2

Journal Entry #6 /2

Journal Entry #7 /2

Total /14

Overall comments:

UNIV 205 - Instructor: Sarah Elaine Eaton, PhD www.drsaraheaton.wordpress.com 8

 UNIV 205 - Fall 2010

Learning Portfolios - Grading Rubric

IC = Individual Contributions

Name

Item Criteria Notes Points

Individual There are 6 clearly distinct /2

Contribution #1 individual contributions.

Each contribution provides

evidence of cognitive and
Individual metacognitive development /2
Contribution #2 and progress.

Each contribution
demonstrates, in a
Individual /2
concrete way, your
Contribution #3 development as a learner.
If the contribution itself
does not clearly
Individual demonstrate this, an /2
Contribution #4 explanation is provided as
to why it was included.

The contributions
Individual demonstrate a thoughtful /2
Contribution #5 selection of evidence to
demonstrate your progress
this semester. It is evident
that you each item was
Individual carefully and thoughtfully /2
Contribution#6 selected.

Overall presentation of the

portfolio will be considered
as part of each Total /12
contribution.

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