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Course Portfolio ( English Version ) - 2013

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Course Portfolio Guide
(CPG)
Quality Unit

(QU)

1
Course Portfolio Guide

Quality and Academic Development Unit Staff

Dr. Yousry Mohammed Othman Director

Mr. Mohamed Talaat Gohary Member

Eng. Haytham El- Sayed Abdullah Member

Designs By

Eng. Haytham EL Sayed Abdullah Eng. Emad Al Owesh

Mr. Mohamed Talaat Gohary

2
 Course Portfolio Guide

Index directory

Subject Page
First: Definition of Course Portfolio 4
Second: Course Specification 6
Third: Curriculum vitae 10
Fourth: faculty member Philosophy of Teaching 12
1. Course Responsibilities 13
2. Faculty member's own responsibilities 14
Fifth :Attendance Register 15
Sixth: The indicator of student's performance 17
1. The indicator of performance 18
2. The components of the performance indicator 18
3. The aims of the performance indicator 18
4. Tools Performance Index 18
5. Examples results for some courses 19
Seventh : A model of exam questions of the course 20
1. The process of assessment continues as long as the process of 21
education exists.
2. Construction steps of the achievement test: 21
A- Specifications of achievement test 22
B- The importance of the achievement test 22
C- Construction steps of the achievement test 22
1. Prepare a table of specifications: 22
2. Distribution of test questions 25
3. Item Selection: 27
4. Test Administration: 35
Eighth : Samples of the course teacher's work 37
Ninth : Forms of activities and participation of distinct students 39
Tenth : Curriculum assessment and the process of improvements 41
Eleven : Checklist 54
Concepts of Quality and Accreditation 50
References 52

3
 Course Portfolio Guide

Course Portfolio Element

First: Definition of Course Portfolio:

1. The concept of Course Portfolio:
Course portfolio is a detailed definition of the course that includes the
components, objectives and the aspired expectations of the course in the educational
attainment of students. It should be noted that there is one file for each course, even
though there are more than one group or one teacher. The portfolio is the most
important requirement for the advancement of the educational process and its
development. Therefore, it is fundamental to have a course portfolio for the teaching
process.

2. The importance of Course Portfolio:

The importance of the course portfolio is obvious in the valuable benefits of

the educational process, which includes the following:
• How to evaluate the course.
• Standard of Excellence of the faculty member.
• Assist in the development of course in an organized and scientific way.
• Reference of the course, when there is a variety of teachers.
• Improving the course quality.
• One of the most important quality standards within the assessment.
• A method to detect the distinct abilities of students.

5
 Course Specification Course Portfolio Guide
Course
SPECIFICATIO
Second: course Specification which includes the following:
N
1- Course Identification and General Information
 Course title and code:
 Credit hours
 Program(s) in which the course is offered.
 Name of faculty member responsible for the course
 Level/year at which this course is offered
 Pre-requisites for this course (if any
 Co-requisites for this course (if any)
 Location if not on main campus
2- Objectives
 Summary of the main learning outcomes for students enrolled in the course.
 Briefly describe any plans for developing and improving the course that are being
implemented. (eg increased use of IT or web based reference material, changes in content as a
result of new research in the field)
3- Course Description
 Topics to be Covered
 Course components (total contact hours per semester):
 Additional private study/learning hours expected for students per week. (This should be an
average :for the semester not a specific requirement in each week)
 Development of Learning Outcomes in Domains of Learning
 Schedule of Assessment Tasks for Students During the Semester
4- Student Support
 Arrangements for availability of faculty for individual student consultations
and academic advice. (Include amount of time faculty are available each week)
5- Learning Resources
 Required Text(s)
 Essential References
 Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
 Electronic Materials, Web Sites etc
 Other learning material such as computer-based programs/CD, professional
standards/regulations
6- Facilities Required
 Accommodation (Lecture rooms, laboratories, etc.)
 Computing resources
 Other resources (specify --eg. If specific laboratory equipment is required, list requirements or
attach list)
7- Course Evaluation and Improvement Processes
 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
 Processes for Improvement of Teaching
 Processes for Verifying Standards of Student Achievement (eg. check marking by an
independent faculty member of a sample of student work, periodic exchange and remarking of
a sample of assignments with a faculty member in another institution)
 Describe the planning arrangements for periodically reviewing course effectiveness and
planning for improvement.

7
Course Portfolio Guide Course Description

Example of course Specification

LRSK– 142 Communication Skills
1- Course General Information
- College: Preparatory Year & Supporting Studies
- Course Title: Communication Skills
- Course Number and Code (CRN): LRSK – 142
- Credit Units: 2 Contact. Hours: 2
- Level-Year of the Course: Preparatory Year
- Pre-requisites: Admission to the program
2- Course Aim and Objectives
 Identifying the concept of communication, its dimensions and role in
individual personal success.
 Acquiring the required skills for effective self communication and with
others in their social and academic environment.
 Practicing these skills effectively in different daily life situations.
 Identifying and using personal and group communication effectively.
 Identifying and using verbal communication effectively.
 Identifying and using non-verbal communication effectively.
3- Course Description:
The course of communication skills aims at helping the students acknowledge the modern concepts in the
area of communication and the basic skills in self-communication and with others using effective teaching
methods which rely on the students’ activity and their will to learn practice and self-study. Also learn the
skills using group work and interactive methods. the course helps the students develop their skills in verbal
communication through learning the basics of speaking and its foundations. Also through acquiring the
good listening skills needed for effective conversation. The students are also exposed to the non-verbal
methods of communication. The students also learn to improve their communication skills with others
through( dialogue, convention, argument, negotiation, personal interview, diction and expositions and
resume writing).
- Course Contents
Topic No of weeks Contact hours
1- Introduction – Getting to know each other - the definition of the program - the implementation
mechanism of course plan - expected outcomes - the concept of communication - the importance of 1 2
communication
2- The importance of learning communication skills - communication process role -
communication components - the elements of the communication process. 1 2
3- Presentation Skills 1 2
4- Verbal communication ; Listening skills (listening ) - speaking skills
5-Properties of Verbal communication 1 2
6- Non-verbal communication 1 2
7- The importance of non-verbal communication 1 2
8 - Effective communication - effective communication efficiency 1 2
9- Obstacles to communication - how to overcome obstacles to communication - some personal and
communication patterns.
1 2
10- Personal contact 1 2

8
 Course Specification Course Portfolio Guide

11 - self communication
Course 1 2
SPECIFICATIO
12- The concept of personal interviews - Types of interviews - prepare for the interviews 1 2
13-Skill CV Writing - How to write a CV - How to analyze and evaluate the biography. 1 2
14- Dialogue skills. N 1 2
15-Negotiation skills . 1 2
- Course components (total contact hours per semester)
Lectures Hours
16 32
- Expected Course Learning Outcomes
A- Knowledge
Description of the knowledge to be acquired
- Understand the concept of communication, elements and types.
- To identify the self-communication effectively.
- To identify the personal contact and proficiency to use it effectively.
- To identify the verbal communication and proficiency to use it effectively.
- To identify the non-verbal communication and proficiency to use it effectively.
Teaching strategies to be used to develop that knowledge
Diction and Presentations
- Workshops and Seminars open
- Group discussion
- Cooperative learning
- Active learning
- Brainstorming
Methods of assessment of knowledge acquired
Quiz- Med Term Test- final Test
B- Cognitive Skills
Description of the knowledge to be acquired
- Master the skill of listening and active listening and speaking effectively.
- Use the skill of effective and positive dialogue.
- The acquisition of presentation skills and presentation.
- Acquire the skill to communicate within the group.
- Acquire the skill of ethics of dialogue and effective communication.
Teaching strategies to be used to develop that knowledge
Diction and presentations
- Workshops and Seminars open
- Group discussion
- Cooperative learning
- Active learning
- Brainstorming
Methods of assessment of knowledge acquired
Quiz- Med Term Test- final Test- group Project- Individual Project
C- Interpersonal Skills and Responsibility
Description of the knowledge to be acquired
- The student's ability to participate in the activities on display during the lecture.
- Students need to acquire the skill to link between what is being addressed during the lecture and his personal experiences.
- Students need to acquire the skill to participate in activities and projects undertaken by the group.
- Training the student to practice the roles well within the group.
- A positive interaction during the activities within the group
Teaching strategies to be used to develop that knowledge
Workshops and Seminars open
- Cooperative learning
- Active learning
Methods of assessment of knowledge acquired

9
Course Portfolio Guide Course Description

D- Numerical & Communication Skills

Description of the knowledge to be acquired
- Students need to acquire the ability to put innovative ideas and thought-provoking questions.
- Students need to acquire the skill to explain the validity or accuracy of an idea put forward in specific
Teaching strategies to be used to develop that knowledge
Students presentations
- Workshops and Seminars open
- Cooperative Learning
- Active learning
Methods of assessment of knowledge acquired
E- Psychomotor Skills ( None )
- Course Assessment Tasks for Students
Assessment Particulars of the Assessment Week due Proportion of final Assessment

1 Attendance and participation 10%

2 Home work and Personal activities 20%
4 Skills of presentation and exposition 20%
5 Med Term Test 20%
6 Final Test 30%
Total 100%
4- Student Support

5- Textbooks & Reference Materials Recommended

- Required Text Books:
1. Communication skills-University of Dammam
- Reference Books:
1. Abd Al-Hafidh, Methods of communication and their Psychological Basis.
2. Ibrahim Abu Orgoob, Human Communication and its role in Social Interaction
3. Muhammad Nasir Al-Khawalid, The Language of Speaking and Communication.
4. King Abd Al-Aziz Center for National Discussion, Development of skills of
Communication in Discussion Programme
- Web Sites:
1. www.pathways.cu.edu.eg/.../Communication
2. www.pathways.cu.edu.eg/subpages/training.../Negotiation
6 - Facilities Required
- Accommodation (Lecture rooms, laboratories, etc.)

- Computing resources

- Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach
list)
7 - Course Evaluation and Improvement Processes
- Strategies for Obtaining Student Feedback on Effectiveness of Teaching

- Other Strategies for Evaluation of Teaching by the Instructor or by the Department

- Processes for Improvement of Teaching

- Processes for Verifying Standards of Student Achievement (eg. check marking by an independent
faculty member of a sample of student work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)

10
Course Portfolio Guide Curriculum Vitae

Third: Curriculum vitae

Personal Photo
CV 4×6

Personal Data
Name
Place and date of Birth
Marital Status
Tel.
Fax
E- mail
Address
Qualifications:
Degree Specialization Issued by Date

Specialization and General Interests

General Specialization
Specific specialization
scientific interests
Employment Record
Job Employer name and Address Date

Training Courses
Course name and Organize Date

12
Fourth: Faculty member Philosophy
(tasks, responsibilities and strategies).

Faculty member Philosophy (tasks,

responsibilities

Faculty member philosophy: Course responsibilities

Teaching and Learning

1. Coordinated responsibilities
2. Faculty member own
with other teaching
responsibilities
staff/supervisor/coordinator

1. Course Responsibilities:

A: Coordinated responsibilities with other teaching

staff/supervisor/coordinator.

• A faculty member should plan for each course in a way that

includes the teaching goal and its key vocabularies through
which the objectives can be achieved.

• A faculty member may change the sub-themes of the course

each semester.
Course Portfolio Guide Philosophy of Teaching

Fourth: Faculty member Philosophy (tasks, responsibilities and strategies).

Faculty Member Philosophy (tasks,

responsibilities )

Faculty Member
Philosophy: Teaching and Course responsibilities
Learning

1. Coordinated responsibilities 2. Faculty member own

with other teaching responsibilities
staff/supervisor/coordinator

1. Course Responsibilities:

A: Coordinated responsibilities with other teaching staff/supervisor/coordinator.

 A faculty member should plan for each course in a way that includes
the teaching goal and its key vocabularies through which the objectives can
be achieved.
 A faculty member may change the sub-themes of the course each semester.
 Faculty member should direct students to references that they can get
acquainted with to increase and enrich their knowledge related to the course.
 The faculty member should be as keen as possible to link the contents of
the course with the needs of students and society in general.

14
 Philosophy of teaching Course Portfolio Guide

B: Faculty member own responsibilities:

 It is necessary to keep up with the latest teaching and evaluation
methods to enhance the capacity of students to acquire knowledge.
 comprehend the modern technical means, especially related to computer
programs useful in improving the presentation of information and simplifying
it to the students.
 The faculty member should be keen to establish relations with specialists, and
consider attending of as much as possible of conferences and seminars
relevant to his field of specialization.
 an on-going follow-up and review of performance in light of the objectives
and criteria, and taking into close consideration the importance of self-
evaluation, and the benefit from the students’ observations in this regard,
and to take the initiative in the development of their abilities and the
improvement of their performance

2. Faculty Member Philosophy of the process of teaching and learning:

The faculty member believes in the following::
• Focus on the learner's understanding of course items rather than memorizing.
• Giving the learner practical examples after explaining each item to
achieve full understanding.
• Helping the learner to link the parts of the course through practical examples.
• Trying to increase acquaintance of the learner of the course parts by
recommending modern scientific references.
• Focus on the learner’s opportunity to express their views in the classroom and
participate in explaining the course items.
• Guiding learner to make use of modern means of communication, especially
the international information network (Internet) as an important and
renewable source of knowledge.
• Making classroom participation in discussion, commitment to attend, prior
preparation and extra activities as one of the criteria of evaluating the
performance of the learner.

15
Course Portfolio Guide Attendance Register

Fifth: Samples of the lists of attendance and absences for students.

we've created an program to record absences that program locate on one Computer
(Server) where the teacher can record the absence on e-Podium of each Teacher and
automatically the program will send the attendance files to the server,
following figure Show :

the attendance table for all the semester will Appear to Teacher and Administrator

17
 Student Performance Course Portfolio Guide

VI : The indicator of students’ performance:

The process of ensuring the level of achievement and the plans which are
prepared for continual checking for the effectiveness of education and learning:
The indicator of performance should be specified and have a direct
relationship with the aims and purposes related to it In this light:

1- The indicator of performance is a procedural norm: It is the grades

which the students obtain through achievement tests, educational activities
and the projects they achieve in a certain period of time.

2- The components of the performance indicator:

a. Students’ performance indicator
b. Faculty’s performance indicator.
c. Course effectiveness indicator

3- The aims of the performance indicator:

a. To measure the level of students before and after the exams.
b. To identify the rate of acquisition of the students.
c. To know the level of the faculty's performance.
d. To recognize the factors of shortcomings and weaknesses in the
process of teaching, and to set up programs for curing them.

4- Each department should make a performance indicator after each

test (monthly) depending on these tools:
a. The achievement test.
b. Participation and other educational activities.
c. Projects that the students are assigned to do.

19
Course Portfolio Guide Student's performance

5- Examples results for some courses

Result of Grades (Y) For the first semester (academic year 1431-1432 AH)

Student Cumulative Architecture Engineer Percentage

Grades
NO. Student NO. Students Students %
A 26 26 11 15 9.9

B 76 102 62 14 29.0
C 73 175 58 15 27.9
D 33 208 30 3 12.6

F 20 228 19 1 7.6
DN 34 262 32 2 13.0
Total 262 212 50 100

Result of Grades (Y) chart For the first semester (academic year 1431-1432 AH).

20
 Student Performance Course Portfolio Guide

Student NO. Cumulative Student NO. Architecture Students Engineer Students Percentage %
300

250

200

150

100

50

0
A B C D F DN Total

21
VII: A model of exam questions of the course provided with a table of
specifications

1- Introduction:
The education process in its essence is a process of a comprehensive and
an integrated growth to the individual. This is the process through which the
individual can be provided with scientific and practical skills. It is to make
him an effective element that is capable of practicing the roles imposed on
him by his career. Hence, the teacher is the cornerstone of the process of
education. His role is not only limited to transfer knowledge and information
to the students, but also his main job is to guide the activities of the students
and to help develop their information and experience. Therefore, the
continual follow-up to the work of teachers and the aimed assessment based
on directing and supervising have a great influence on pushing forward the
effort of those teachers to work hard and to better their careers.
The relationship between measurement, assessment and evaluation.
Measurement: To convert the properties, features or phenomena into figures.
(Quantity)
Assessment: To pinpoint the strength and weakness points objectively. (To
reinforce the former and to cure the latter)
Evaluation: To estimate the value of things and to make decision on them.
(Diagnosis)
The importance of assessment:
It can be inferred from the above definitions that:
a. There is a close relationship between the assessment and the educational
goals which we seek to achieve.
 A Model of Exam Course Portfolio Guide

VII: A model of exam questions of the course provided with a table of

specifications

1) Introduction:
The education process in its essence is a process of a comprehensive and
an integrated growth to the individual. This is the process through which the
individual can be provided with scientific and practical skills. It is to make
him an effective element that is capable of practicing the roles imposed on
him by his career. Hence, the teacher is the cornerstone of the process of
education. His role is not only limited to transfer knowledge and information
to the students, but also his main job is to guide the activities of the students
and to help develop their information and experience. Therefore, the
continual follow-up to the work of teachers and the aimed assessment based
on directing and supervising have a great influence on pushing forward the
effort of those teachers to work hard and to better their careers.

2) The relationship between measurement, assessment and evaluation.

Measurement: To convert the properties, features or phenomena into figures.
(Quantity)
Assessment: To pinpoint the strength and weakness points objectively. (To
reinforce the former and to cure the latter)
Evaluation: To estimate the value of things and to make decision on them.
(Diagnosis)
3) The importance of assessment:
It can be inferred from the above definitions that:
• The process of assessment continues as long as the process of
education exists.
• Assessment includes all the aspects of education: students, teacher,
principals; curriculums, text books; aims, teaching aids; planning,
implementation and results.
• Assessment draws the features of the future and directs the process of
education properly.
• Assessment is a process of diagnosis, cure and prevention.

23
Course Portfolio Guide A Model of Exam

To the majority of people, the concept of assessment has been associated with
tests. Although, tests seems to be the most common means amongst others of
assessment, there are some other means of assessment such as result lists,
measurements of evaluation, observation, questionnaires and interviews.
4) Construction steps of the Achievement Test.
The achievement test is a tool which is used to identify the level of
acquisition of the learner by answering a number of questions that represent
the content of a subject. This acquisition includes information and skills in a
subject the student was taught in advance formally.
A. Specifications of achievement test:
Validity: It means that the test should measure what it was prepared for
measuring. If the test is designed for measuring the capability of students in a
subject, it has to measure this capability for which the test was designed.
However, if the test measures the students’ attitudes towards the subject, it
will be untruthful then.
Stability: It means that the proportional rate should not change if the test
was repeated on the same student. This means the steadiness of results when
repeating the test, or any other equivalent results to the test on the same
group of students.
Reliability: That means the results of the examinee should not be
influenced by the examiner.
Comprehensiveness: That means the test should be comprehensive to the
learning outcomes which is meant to be measured
B. The importance of the achievement test:
1- To recognize the strong and weak points of the students.
2- To measure the acquisition of students and their progress.
3- To stimulate the motivation for learning to the students.
4- To evaluate the methods of teaching.

24
 A Model of Exam Course Portfolio Guide

5- To evaluate the curriculums and how they suit the students’ needs.
6- To provide the student, parents and decision-makers with feedback
about the level of acquisition of the student.
7- To evaluate the educational program
C. Construction steps of the achievement test:
1- Content outline.
2- Statement of learning outcomes.
3- Table of specification.
4- Item selection.
5- Composition of instructions.
6- Development of answer sheets.
7- Construction of answer keys.
8- Test administration.
9- Test Revision.
1) Prepare a table of specifications:
 Ensures all the elements of the course are distributed relevantly.
 A guide to write the items of the test.
 Distributes the items of the test to include different kinds of fields and
their sub-skills.
 Distributes the items of the test to include all the topics.
 Provides a complete validity to the test.
 Makes the test a diagnosis tool besides being an acquisition tool.
 Distributes time on topics and their importance; it gives the real weight
to each part of the subject.

25
Course Portfolio Guide A Model of Exam

Table (1) Two- dimension table shows the relationship between the level of mental
processes and the content and the aims of a course which is to be achieved in the
classification of cognitive goals by Bloom and his fellows.
Level of
metal Knowing Understanding Applying Analyzing composing Evaluating
processes Know- Struggle- Count - Divide- Arrange- Evaluate -
describe- distinguish- modify- distinguis merge- compare-
recognize- clarify- answer- h- design- deduce-
pint- summarize- use- recognize- add- criticize- Total
name- explain- expect- segregate- clarify- distinguish-
summariz expect- produce- select- modify- explain-
e- select- convert clarify connect- arrange- summarize-
identify- separate- plan- write- support
deduce refer to compose-
content revise
A
B
C
D
E
Total

How to build it:

A - Content analysis of academic units of the textbook. (See Table 1)
B - Evaluation and identify Domains of sub-skills. (See Table 1)
C - Determine the ratio of each unit by using one of the following ways:
1. Number of Amis.
2. The number of pages.
3. The number of hours allocated.
D - Determine the Ratio of each Domain.
Note: You must take into account the relative importance of unit and the assessment Domain

 Methods for determining Ratio of unit in the table of specifications:

1 – Find number of Amis in the each unit , then divide the number of overall
objectives of the course and multiply the result by 100%. (Table 2) and (Table 3)

Ratio of Amis for each unit = × 100%

26
 A Model of Exam Course Portfolio Guide

Table( 2) Ratio of Amis for each unit

No. of Unit 1 2 3 4 5 6 7 8 Total

No. of Amis 16 12 16 14 10 10 12 10 100

Ratio 16% 12% 16% 14% 10% 10% 12% 10% 100%

Ratio of Amis for each Domains= × 100%

Table (3) Ratio of Amis for each Domains

Knowing Understanding Applying Analyzing composing Evaluating
Domains Total
No. of Amis 24 38 22 16 ------- ------ 100
Ratio 24% 38% 22% 16% ------- ------ 100%

2 – Find number of hours scheduled to teach a unit of study then divide the total
scheduled hours of the book (semester) and multiply by 100%. (Table 4)

Ratio of Unit Important = × 100%

Table (4) Ratio of Unit Important

No. of Unit 1 2 3 4 5 6 7 8 Total

No. of Hours 4 4 4 4 4 2 4 4 100

Ratio 13.2% 13.2% 13.2% 13.2% 13.2% 7.6% 13.2% 13.2% 100%

Can be found the ratio of unit depending on the importance of this unit and take
that into account when calculating the ratio by the different ways at previous, and
increase the percentage of the unit to the most important.
2) Distribution of test questions
1. Determine the total number of questions, and they assume (multiple choices)
and that the time available to answer is two hours, the total number
of questions (40) and the total marks (30).

27
Course Portfolio Guide A Model of Exam

2. Determine the number of questions in each subject, and in each level

of Amis, Marks of those questions, the number of questions and grades in the
fields of table specifications.
3. The number of questions = relative weight of the unit (topics) × relative
weight to the Amis × the total number of test questions.
4. Question Mark = relative weight of the unit(topics)× relative weight of Amis
× the total marks for the test.
Example
 Number of questions for knowledge level (Knowing) in the first unit
.
= × ×40 = 1.267

 To determine the number of questions decimal number is rounded to the

nearest = 1.267 = 1
 Marks of the questions that measure the knowledge level (Knowing) in
the first
.
unit = × ×30= 0.9504 =1

 Number of questions for understanding level in the first unit

.
= × ×40 = 2.0064

 To determine the number of questions decimal number is rounded to the

nearest = 2.0064 = 2
 Marks of the questions that measure the understanding level in the first unit
.
= × ×30= 1.5048 =1.5

In the same way are calculated the number of questions in each level of objectives and
the degree to see the corresponding table (5)

28
 A Model of Exam Course Portfolio Guide

Table (5) analysis of the content according to learning outcomes and objectives to be
achieved in each unit

Total Total Evaluation Questions

of of
Ratio & Unit
Marks Ques. Marks
Evaluating composing Analyzing Applying Understanding Knowing

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 1
0.6336 0.8712 1.5048 0.9504 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 2
0.6336 0.8712 1.5048 0.9504 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 3
0.6336 0.8712 1.5048 0.9504 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 4
0.6336 0.8712 1.5048 0.9504 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 5
0.6336 0.8712 1.5048 0.9504 Mark

0.4864 0.6688 1.1552 0.7296 Ques.

7.6% 2.28 3.04 6
0.3648 0.5016 0.8664 0.5472 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 7
0.6336 0.8712 1.5048 0.9504 Mark

0.8448 1.1616 2.0064 1.267 Ques.

13.2% 3.96 5.2798 8
0.6336 0.8712 1.5048 0.9504 Mark

‫ــــــــــ‬ 40 6.4 8.8 15.2 9.6 Total of Ques.

30 ‫ــــــــــ‬ 4.8 6.6 11.4 7.2 Total of Marks

100%

‫ــــــــــ‬ ‫ــــــــــ‬ ‫ــــــــــ‬ ‫ــــــــــ‬ 16% 22% 38% 24% Ratio

29
Course Portfolio Guide A Model of Exam

3) Item Selection:
There are several types of questions that can be used in the tests and can
be grouped into two basic categories:
3-1 Essay questions: which depends on the free response of the
student produced or created in his own way in response to a question
or problem, this type is divided into: -
 Essay questions open (Questions & Answers with extensive free)
: these questions gives the student freedom is often specific to
determine the nature and extent of his answer, allowing him chance
to show his skills in composition and evaluation, Ex. (Explain -
explain
 Questions essay limited (questions with answers restricted) these
questions put limits on the answer required and specify the content of
the article desired borders narrow, such as (answer to no more
than two lines, select your answer in five lines, Ex.(Number, defined,
explained, arranged in a list, Compare in terms of ....)
3-2 Objective questions: which are their answers given in the form
of alternatives and ask the student to choose the correct
alternative from among a variety of forms such as: multiple choices, true
and false, matching.
3-3 Fundamentals of Building Questions
A: Essay Questions:
1 - Questions must be understandable and clear enough for the learner to
know what is exactly meant by the question. For example, a question line
like Compare between speed and acceleration is better to be said Compare
the speed and acceleration in terms of concept - unit of measurement - kind
"heading - standard".

30
 A Model of Exam Course Portfolio Guide

2 – It is important to make some short-answer questions, which helps to

have the maximum number of questions and saves the learner’s time.
3 –We should focus on measuring the skills that contribute in the transition
of learning effect to renewable attitudes towards life and connect the lesson
with reality.
4-We should pay attention to the sentimental side and value with its
different aspects.
Essay questions improvement suggestions:

1 –To suit specific purposes and attitudes

2 –Good preparation for a test
3 - When making questions, one should use forms that help determine what
is meant by the question, not open forms.
4 -Stay away from questions that require mere information requisition.
5 - Start an essay question with words or phrases such as: compare in terms,
show the difference, explain how, criticize, distinguish between--- etc.
6 -Including content and objectives clues in the questions can be taken into
consideration through increasing the number of questions, considering the
time allotted for answering them.
7 –Make a model answer for each question before the adoption of the final
form of the test.
8 -In all tests, students must answer all the questions and they can’t only
choose some to answer so we can compare their answers on the one hand,
and see their achieved goals on the other.
9 - It’s very important to control correction measures through model answers
preparation.
10 - If you wish to give exam papers back to students, include your feedback
and comments.

31
Course Portfolio Guide A Model of Exam

Examples

Q) Compare between (Mechanical and Electromagnetic waves)

Point of comparison Mechanical waves Electromagnetic waves

Definition
The speed
Examples
Types

Q) what is meant by?

- The amplitude of a wave = 2 cm. - Inertia

B: Objective Questions Bases:

 True/ False Questions:
1 – The phrase must include only one true or false idea.
2 – Do not copy the book phases.
3 – Avoid the typical routine when making true/false phrases.
4 – A phrase should have an independent and complete meaning.
5 – A phrase must be clear and precise.
6 – All phrases must not be true or false.
7 – Avoid hints like (just, always)
8 – A phrase must not start with a negative.

 Multiple-Choice Questions Bases:

1 - The original phrase should specify a clear demand which measures

the important learning outcomes.
2 - Alternatives must be homogeneous to tackle the same theme without
any exceptions.

32
 A Model of Exam Course Portfolio Guide

3 – Phrases must match the alternatives semantically to fit into the context.
4 - Phrases should be interceptor sentences free.
5 - A phrase must not include any hint to the answer.
6 – Answers should be randomly arranged. E.g. the correct answers
should not always be first.
7 - An alternative should be a synonym of the other.
8 - Questions should include as many levels of cognitive objectives
(remembering - understanding - application - analysis - composition -
assessment) as possible.
9 - Avoid copying the book, as well as negative forms.
10 - Avoid hinting to the answers as well as the use of (all are correct or
wrong (no one of the mentioned)
11 - Dispersants should be of common errors and will at least attract 5% of
the students.
12 - Alternatives should be short, smooth and in alignment with the phrase.
13 - The number of the alternatives should be (4-5).
14 - There should be one correct answer.
 Recommended instructions of writing multiple-choice questions:

1 - Make sure that the question presents a clear and specific issue that
makes the student understands what is exactly meant before reading the
alternatives.
2 – It is preferable that the major part of the question should be included in
the question phrase and that the alternatives should be as short as possible.
If there were repeated words or phrases, you may rewrite the phrase
including the repeated words.
3 – The phrase should include the required information that makes the issue
clear and specific.
4 – Negation forms are not preferable in alternatives.

33
Course Portfolio Guide A Model of Exam

5 – It is a must to make sure that one of the alternatives includes the correct
answer.
6 - Avoid using alternatives such as (all mentioned, all of the above
mentioned) or so.
7 - Make sure that the wrong answer alternatives (distracters and fakes)
are apparently logical answers (common mistakes).
8 – Make sure there is no hint to the correct answer.
9 - Try to have the correct alternative at random locations.
10 - Avoid writing questions or alternatives verbally or literally from the
book.
11 - Make sure that each item is independently formed and can be
answered regardless to others.
12 - Avoid deceptive questions (verbal similarity between the question
line and one of the distracters).
13 - Avoid verbal complexity and try to have the minimum vocabulary
and reading requirements.

Examples

1- It is the maximum displacement for the vibrating body.

a) The amplitude b) The period c) The frequency d) The wavelength
2- The equivalent degree for 313 K in Fahrenheit is …………….
a) 114 b) 104 c) 204 d) 40
3- It is a body in rest state …………..

a b c d

34
 A Model of Exam Course Portfolio Guide

 Bases of Matching Phrases:

1 - The two group elements must be homogeneous and have the same idea.
2 - One of the two groups should contain more words than the other.
3 – What is required of the question should be clarified precisely (circle -
Put the appropriate number .... etc.).
4 – Homogeneous materials should be used only in matching questions.
5 – Use unequal number of introductions and answers to direct and help the
student to understand that any answer can be used once or more or never
used. If the introductions and answers number is the same, the student can
get the right answer by deleting the wrong ones.
6 – Make the list with the most items your introducing list and the one with
the fewest items your answer list.
7 - Answers must be arranged logically (words alphabetically, numbers in
ascending or descending order).
8 – The lingual connection should be achieved to guarantee that the test the
choice does not include any semantic or grammatical implications that
could lead to the expulsion of some answers.
9 - Both lists should be on the same page.

 Bases of Completion Phrases:

1 – What is required must be accurately specified so that only one answer is possible.
2 - The completion words must measure important objectives.
3 – It is preferable that the space is in the end of the phrase and not in the beginning.
4 – Avoid copying and pasting the book items.
5 - Do not write a part in the sentence that can hint to the missing part.

35
Course Portfolio Guide A Model of Exam

 In general, the criteria of making good questions can be summarized

in the following points:

1. Is the content to be measured covered in the curriculum?

2. Are the objectives to be measured in the curriculum?
3. Is the question clear and it matches the students’ level?
4. Is the answer specific?
5. Is the question form new and different from the textbook?
6. Is the question introduced inappropriately?
7. Is the information included in the question necessary?
8. Is there a logical order in sub-items of the question, such as sequence
according to the level of goals, or in difficulty scale, or arranging of the
book subjects?
9. Are all the sub- items relevant to subject, shapes, and other data?
10. Are the question instructions clear and duplication and repetition free,
such as: describe and mention and explain at the same time?
11. Are the total and sub grades distributed?
12. Are multi meaning words and terms avoided?
13. Is the important information in the question clearly highlighted?
14. Are the blanks for the answers sufficient?

 Preparing of Instructions

Assumed in the paper instructions to be on a separate sheet at the

beginning of the test and found the following:
1. Type of test, date and grade.
2. The time allows answering.
3. Alert students to read the instructions before start answering.
4. Total number of questions for the test, and the number of pages.
5. Alert students to write down the answer in the space provided for it.

36
 A Model of Exam Course Portfolio Guide

6. Identify the student's name and section and his own number
university in the space provided for it.

 Prepare key answer Construction of Answer Keys

Should be prepared to test in writing the model answer (model correction),

and the answers expected and accepted, and the distribution of marks , remarks
me be manually or automatically.

 Benefits of Model answer:

1. The Criteria for the extent and clarity of questions and the presence of
specific answers to it.
2. Ensure the existence of solutions can be reached for solving
mathematical problems and issues but that there were other ways to resolve
the model shows how the distribution of marks.
3. Emphasizes that the targets to be tested may be measured.

 In preparing to model answer takes into account the following:

1. Processing model answer when writing the question.

2. Who prepared the test is the best for prepare of the model answer.
3. Evaluate model answer at the same way to review the paper questions.
4. Distribute of Questions marks as form with the requirements.

 When the correction takes into account the following:

1. Discuss the model answer before you begin the process of correction.
2. The commitment of all markers model answer.
3. Circulate every decision or action taken on all markers in the event of an
change to the answer or the presence of other alternative answer.

37
Course Portfolio Guide A Model of Exam

4) Test Administration:

Preferably according to the application of the test conditions to help in

controlling the sources of measurement error, and it is recommended that:

 Choose the place is well equipped.

 Choose a quiet place.
 Choose the right time to apply the test.
 Not to notice the importance of testing students more than it's worth, because
it raises the level of tensions' they have a higher level of the acceptable limit.
 Avoid talking about issues not related to the test.
 Avoid talking students during the answer only if necessary.
 Alert students to the remaining period of the test after a suitable period begins
the test, the teacher can do it twice at the most.
 Avoid giving explanations to the student individually for a specific item.
 Do not allow any form of cheating.
 Collect the test papers.

D. Criteria for a good test:

1- Diversity in achieving the behavioral goals through the test questions.
2- The test questions should be comprehensive to what have been studied
during the whole semester according to the syllabus distribution plan of the
student's book.
3- Questions should be clear and free from ambiguity.
4- Questions should be at the level of an average student regarding individual
differences.
5- Questions should be made with regard to the proportion of essay writing
and multiple choice questions.
6- Questions should be free from any linguistic or grammatical mistakes
regarding punctuation marks such as question marks, commas and full stops.
7- There should not be an answer to a question in the same test.

38
 A Model of Exam Course Portfolio Guide

8- The model answers of the questions should be prepared, clear and fixed with
the number of pages: the question in the original sheet should be identical to its
answer in the answer key sheet
9- Grades (marks) should be prepared and be suitable to each question: the
balance of suiting the number of questions should be regarded with the grades
according to the number of hours distributed on the syllabus.
10- The printout should be clear with leaving enough spaces to answer each
question of the test.
11- Questions should be matching with the allocated time of the test.
12- Questions should be made to instill norms, good morals and practical rulings.
13- Test questions should characterize with truthfulness, steadiness and
objectivity.

For more information, visit the following sites:

- http://businessballs.com/boloomstaxonomyoflearningdomains.htm
- www.pdffactory.com
- http://www.souforum.com/vb/showthread.php?

39
 Teacher's work Course Portfolio Guide

VIII: Samples of the course teacher's work.

This encompasses the distinctive work of the course teacher through teaching
the course, for instance:-

o PowerPoint presentation prepared for the course.

http://www.facebook.com/home.php#!/home.php?sk=group_002209392524521
&ap=0
http://www.facebook.com/profile.php?id=100002349911024&ref=ts
http://www.facebook.com/profile.php?id=100001708370653

o Prepared course activities.

o Videos prepared for presenting the course.
o Audio recordings prepared for presenting the course…etc.

41
 Forms of Activities Course Portfolio Guide

IX: Forms of activities and participation of distinct students:

This includes the distinctive work of students through course study:

1- PowerPoint presentations.
2- Associated activities.
http://www.facebook.com/pages/madt-alsnt-althdyryt-waldrasat-almsandt-
bjamh-aldmam/157445024274968?ref=ts
http://forum.ud.edu.sa/forumdisplay.php?51-‫التحضيرية‬-‫السنة‬-‫منتدى‬

3- Final or semester projects.

http://www.facebook.com/profile.php?id=100002349911024&ref=ts
http://www.facebook.com/profile.php?id=100001708370653

4- Electronic programs.
http://forum.ud.edu.sa/forumdisplay.php?‫بعد‬-‫عن‬-‫والتعلم‬-‫اإللكتروني‬-‫التعليم‬-‫منتدى‬-

5- Designing and artistic works…etc.

43
Course Portfolio Guide Curriculum assessment

X: Curriculum assessment and the process of improvements:

It is necessary to co-ordinate with the deanship of quality and academic

development at the university. This is to provide the committee of quality and
development at the preparatory year with questionnaires in order to be applied
periodically to the students at the end of each semester. The results will be
interpreted in light of what it was made to be measured.

Steps of process assessment for courses and lecture skills

feedback

Analysis and
Results

Application

planning and
preparing

45
Course Portfolio Guide Curriculum Assessment

First Stage: planning and preparing

1 - Communication with the Deanship of Quality to assessment process at the

end of the semester.
2 - Meeting with the coordinators of the courses before the start of the
evaluation process
in order to:-
 Explain the importance of the process of assessment courses and
teaching skills to the improvement and continuous development in
performance.
 Distribution, discuss and clarify the themes and items of questionnaires
that will be applied.
 Scheduling and will be the mechanism by which the evaluation process.
3 - Adoption of the schedule on the evaluation process of the Deputy Dean and
then Dean.
4 – Send a copy of the approved schedule of the Deanship of quality and
accreditation.
Second Stage: Application
1 - Prepare a message for students to illustrate the importance of the evaluation
process and the purpose and importance of accuracy and honesty and
objectivity.
2 - Printing of questionnaires the number of students in each course.
(Note: The numbers of papers that have been printed are over 10.000)
3 - Assign a number of faculty members to cooperate with quality and
Academic Development Unit for the application of the questionnaires.
- The clarification by the participants to answer the questionnaire items without
affect the attitudes of students positively or negatively.

46
 Curriculum assessment Course Portfolio Guide

COURSE EVALUATION SURVEY

Course :
Faculty : Preparatory year Your response to this questionnaire is
Department Name :…………………………… important in order to improve the quality
College Name:………………………………… of decisions.
Please type (one number only) in the space provided.
5= Strongly Agree
4= Agree
3= True
2= Disagree
1= Strongly disagree

Answer Questions
AT THE STAR OF THE COURSE ,I WAS MADE CLEAR ABOUT

1- The course outline including the knowledge and skills.

2- The things I had to do succeed, including assessment tasks and criteria

for assessment.
3. Sources of help for me, including faculty office hours and reference
material.
DURING THIS COURSE, MY INSTRUCTORS:

4. Conducted the course consistent with the course outline.

5. Were available during office hours to help.

6. Were enthusiastic about what they were teaching

7. Cared about my academic progress, and, was helpful to me.

8.Were fully committed to the delivery .( E.g. On time start, regular
presence , well prepared material ,etc)
9. Had thorough knowledge of the course.
10. Used up –to- date and useful course materials. (Texts, handouts,
references, etc...).
11. Encouraged me to ask questions, and , develop my own ideas
12. Inspired me to do my best work.
13. Made clear to me the links between this and other courses in my total
program.
14.Gave fair grade to my Continuous Assessment [test & assignments]

15. Gave the marks for the Continuous Assessment to me in time.

47
Course Portfolio Guide Curriculum Assessment

DURING THIS COURSE, MY COLLEEGE/DEPARTMENT

16. Provided the resources I needed (textbooks, library, computers) & made
them available for me when I needed……………..
17.Provided effective technology to support my learning
18. Made sure that the things to be done by me ( class activities,
assignments, laboratories etc), were appropriate for the knowledge & skills
the course was intended to develop.
19. Required a fair amount of work for the credit hours allocated.

EVALUATION OF THE COURSE : THIS COURSE HELPED ME TO:

20. Learn what is important, &, will be useful to me .
21. Improve my ability to think & solve problem rather than memorize
22. Develop my ability to work as a member of a team .
23. Improve my ability to communicate effectively.

OVERALL EVALUTION
24. Overall, I was satisfied with the quality of this course.
OPENENDED ITEMES:
25. What did you like most about this course?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
26. What did you dislike most about this course?
...............................................................................................................................................................
...............................................................................................................................................................
...............................................................................................................................................................
27. What suggestion(s) do you have to improve this course?
...............................................................................................................................................................
...............................................................................................................................................................
........................................................................................................................................ ......................
----------------------------------------------------------------------------------------------

48
 Curriculum assessment Course Portfolio Guide

Third Stage: Analysis and Results

1 – Collect of questionnaires and forms are reviewed to exclude incomplete or

have been improperly packaged.
2 – Prepare a model (Sheet) and ready to enter data on student responses and
feedback.
3 - To form a committee of administrators and secretaries to enter data in the
model.
4 - Initial data collection from the members of the input committee.
5 - The Committee on statistical conclusions emanating from the Quality
Committee to enter the raw data to a statistical program designed to get the
final results.

Statistical Program for the analysis of questionnaires

Advantages of this program

• The program based on using

Visual basic for Application VBA in Excel
• The program will produce analysis for each group of students in 5 minutes
when you enter the data
• General analysis for all Groups
• Save the previous Evaluations
• Save the Evaluation into PDF files
• It is not necessary to be a specialist in statistical analysis
• The results will be in Arabic and English Language

49
Course Portfolio Guide Curriculum Assessment

Ex.

50
Curriculum assessment Course Portfolio Guide

51
Course Portfolio Guide Curriculum Assessment

Fourth stage: feedback

1 - Preparation of the final statistical report to specific strengths and

weaknesses.
2 - The results are displayed on the head of the quality and academic
development.
3 - The chairman of the Quality Unit show results on the Vice Dean for
Academic Affairs to discuss it.
4 - The Deputy Dean and Head of Quality displays the results on the Brig.
5 - Meeting with the coordinators of courses to inform them of the results and
report on the work of the decision and teaching skills.

Teacher report form:

Dear Faculty

The main purpose of evaluating teaching effectiveness is to have awareness about

areas of strengths and to provide suggestions for improving areas of weakness.
Therefore, you are requested to answer the following questions:
1. Write on your teaching styles in view of the items on "lecture" and
"lecturer" in the teacher evaluation form.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................

52
 Curriculum assessment Course Portfolio Guide

2. State the reasons in your view for each of the item with a rating more
than 80%.

Item Number Items Ratio

............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
..........................................................................................................
3- State the reasons in your view for each of the item with a rating less
than 80%.

Item Number Items Ratio

............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
...........................................................................................................
4- Provide suggestions for improving each item with a rating less than
80%.
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................
............................................................................................................

53
Course Portfolio Guide Checklist

Checklist
N Content Note
Yes No
1- Index
2- Course Specification
 Course Identification and General
Information
 Course Description:

 Course Aim and Objectives

 Course Contents

 Course components (total contact

hours per semester):
 Additional private study/learning
hours expected for students per week.
 Development of Learning Outcomes in
Domains of Learning
 Schedule of Assessment Tasks for
Students During the Semester
 Student Support

 Learning Resources

 Facilities Required

 Course Evaluation and Improvement

Processes

3- Faculty member's CV

4- faculty member Philosophy of Teaching and Learning

 Course Responsibilities

 Faculty member's own responsibilities

54
 Concepts Course Portfolio Guide

N Content
Yes No Note

5- The indicator of student's performance

 Attendance Register
 The indicator of student's
performance
 General Report for student's
performance
 Plan for student's weakness
 Sample of student's Answer
6- Model Exam For course
 Content outline.
 Table of specification
 Model Tests ( Weekly, Monthly,
Final )
7- Samples of the course teacher's work
 PowerPoint presentation
prepared for the course
 Prepared course activities.
 Videos prepared for presenting
the course.
 Audio recordings prepared for
presenting the course…etc.
8- Forms of activities and participation of distinct students
 PowerPoint presentations.
 Associated activities

55
Course Portfolio Guide Checklist

N Content Note
Yes No
 Final or semester projects.
 Electronic programs
 Designing and artistic
works…etc.
9- Meeting
 Department and course

10 Course Evaluation & Improvement Processes

 Course Evaluation Survey
(CES)
 Report for the results of CES
 Student Survey for Lecture
Skills
 Report of SSLS
 Course Report (NCAAA) .

56
 Concepts Course Portfolio Guide

Concepts of quality and accreditation

Course Portfolio, is a file created by a teacher to follow up the course performance.
This should include all the course details (description, types of classroom activities,
results of students' feedback, exams results, a statement of completion/ withdrawal
from the course. etc.
Student's feedback: a process carried out by the educational institution in
collaboration of faculty members in order to identify teaching pros and cons for the
on-going of the performance improvement.
Peer reviewer is a colleague of same specialization from outside the institution,
who might be needed to helps review the educational program, either for the internal
audit or the adoption of the academic accreditation.
Teaching and learning methods: This refers to the techniques used by a teacher to
help students acquire the targeted teaching share (a case study to teach students the
ability to analyze and make decisions, how to write a reference paper for their self-
learning skill and presentation of information, practical lessons to master some of
the course skills, and to encourage students to experiment in induction and
deduction.
Program / Course targets is generally what to be achieved through an educational
program / curriculum to develop aspects of Knowledge, skills and attitudes which
are often based on what is stated in the message of the Deanship.

Intended learning outcomes (ILOs) is what students should attain out of a set of
skills and data groups in a particular teaching course.
Assessment of students is various tests or activities conducted by the teacher to
make sure students acquire the intended targets of the course.
Academic standards are the general specifications set by the educational institution
to ensure graduates acquire the minimum skills and knowledge requirements that
meet the Deanship message
Benchmarking are descriptive and measuring phrases which are more accurate than
the criteria which help determine the level of a graduate's quality.
Handicapped students are the students with disabilities that do not hamper them
from completing the study.
Students with limited capabilities; are those who are less than average
Examination committees: are groups of faculty members assigned to make exams
External reviewing is the system used at the college to review the program by peer
reviewers or the Deanship of Quality and Academic Accreditation.

57
 References Course Portfolio Guide

References
1- The National Commission for Academic Accreditation & Assessment (2009),
Course Specification, Kingdom of Saudi Arabia.
2- The National Commission for Academic Accreditation & Assessment (2009),
Course Evaluation, Kingdom of Saudi Arabia.
3- The National Commission for Academic Accreditation & Assessment (2009),
student survey for Lecture Skills, Kingdom of Saudi Arabia.
4- Hamdi Abo Al-fotouhAtifa (1996): research methodology and its application
on educational and psychological studies, Cairo, Publishing House for
Universities.
5- Ali Maher Khattab ( 2002): Assessment and psychological and educational
measurement, Cairo, College of Education Publisher, University of Helwan.
6- SohailRizkDiyab (2002): "Test assessment , the tools which science teachers
use at preparatory schools and the attitudes of both teachers and students towards
them"
7- PDF created with pdf Factory Pro trial version www.pdffactory.com.
8- Nadia Bobo'a: lecturer in psychometrics.
http://www.souforum.com/vb/showthread.php
9- Ministry of Education ( 2009): Directorate of Education; Zulfi, Assessment
and measurement unit and criteria for a good test.
10- www.ksu.edu.sa/sites/KSUArabic
11- www.jazanu.edu.sa
12- www.aun.edu.eg/fac_arts/a_art/html/r53.htm
13- faculty.qu.edu.qa/batoul/.../My%20portfoilio/my%20 portofilio1.doc
14- Penn State University Schreyer Institute for Teaching Excellence: Teaching and Course
Portfolios http://www.schreyerinstitute.psu.edu/Tools/Portfolios/
15- Penn State Du Bois http://www.ds.psu.edu/Academics/21526.htm

58
 References Course Portfolio Guide

16- A. Dutton e-Education Institute- Portfolios

https://www.e-education.psu.edu/facdev/teach_portfolios
17- Peer Review of Teaching Project (University of Nebraska)
http://www.courseportfolio.org/peer/pages/index.jsp?what=rootMenuD&rootMenuId=6
18- Handbook for Creating Course Portfolios (University of Wisconsin)
http://www.engr.wisc.edu/services/elc/portfolios.pdf
19- Teaching Strategies: Teaching Portfolios and Course Portfolios (University of Michigan)
http://www.crlt.umich.edu/tstrategies/tstpcp.php
20- “The History Course Portfolio” by William W. Cutler, III
http://gallery.carnegiefoundation.org/collections/castl_he/mkelly/data/cutlerpersp.html

59

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