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http://www.provost.cmich.edu/assessment/toolkit/portfolio_assessment.

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Portfolio Asesssment
Portfolio Highlights
Assessment portfolios are purposeful collections of student works that exhibit effort,
progress and achievement. Not all “portfolios” are assessment portfolios! Portfolios
should:
• Be part of a capstone course/experience (e.g., internship, student teaching,
practicum, etc.).
• Be based on program outcomes
• Include documentation that students have demonstrated each outcome
• Be scored by faculty with a common rubric

Essential Components of a Portfolio


1. Table of Contents with page numbers
2. Personal introduction describing the student’s background and capstone
experience
3. Program outcomes, with artifacts linked to the outcomes
4. Each artifact is described in a short narrative (included with artifact) reflecting
upon what it is, how it demonstrates obtainment of the objective, and what the
student learned as a result (self-reflective).
5. Requiring more than one artifact/objective increases scoring reliability

Types of Portfolios
• Showcase – Student only puts best example or best product in for each
objective
• Cumulative – Student places all work relevant to each objective into the
portfolio
• Process – Student places pre/post-samples of work for each objective into the
portfolio
• Each type of portfolio should include all of the essential components of a
portfolio listed above.
Program Evaluation
The data from each completed scoring rubric can be tallied and computed across
years or cohorts to suggest areas that students consistently perform well or not as
comparatively well.

References:
Campbell , D., Melenyzer, B., Nettles, D., & Wyman, R. (2000). Portfolio and
Performance
Assessment in Teacher Education. Needham Heights , MA : Allyn & Bacon.

Mandell, A. & Michelson, E. (1990). Portfolio Development and Adult Learning:


Purposes &
Strategies. Chicago : Council for Adult and Experiential Learning.