Undergraduate Learning Portfolios for Institutional Assessment

Abstract

Our objectives were to develop a model of student portfolios that simultaneously promotes student learning, provides useful outcomes assessment data, and is logistically feasible. From our pilot test of three portfolio models, we conclude that requiring students in selected courses to complete portfolio entries solves most of the logistics problems associated with a large‐scale portfolio plan. Such entries can promote learning by providing a focus for career and educational planning discussions between students and faculty academic advisors. Course faculty are probably in the best position to use the outcomes assessment data obtained from the entries.

Investigating the Relative Importance of the Ceab Graduate Attributes: Study Design and Initial Findings

“…Research shows that there is a growing awareness of the value of outcomes-based pedagogical practices, not only for enhancing student learning [32], but also for enriching program quality [33]. The outcomes-based pedagogy born out of the new CEAB accreditation criteria is meant to be a dynamic process: a continuous cycle of assessment and program improvement [8] [4].…”

An evaluation of an online student portfolio for the development of engineering graduate attributes

“…Importantly, for the task of assessing outcomes of an entire program of study, a portfolio can act as an integrator, bringing together and assessing the whole program 19, including allowing students to demonstrate attainment of particular attributes that may not have been explicitly summatively assessed at any point during their studies 17. Student portfolios can be designed for multiple uses, including assessment of student attainment of attributes 16, assessment of the effectiveness of institutional programs in delivering graduate attributes 20, 21, and other uses for a wide range of stakeholder groups 22. Portfolios can help students engage more actively with, and take more personal responsibility for, their studies and assessment 15, 20, and provide a focus for student reflection on their studies and development, 14, 16, 22, 23.…”

“…It has been found that the portfolio requirements and the structure/format in which portfolio items must be submitted need to designed around the intended use of the portfolio, and made clear to students who will be using the portfolio 20, 24. Additional effort in compiling the portfolio can be minimized by basing it around assessment items/artifacts already currently produced by students 20, 25, 26. Of course, this approach can only be employed if the assessment tasks undertaken by students clearly relate to the assessment of attainment of the required graduate attributes.…”

“…It is well known that students take a strategic approach to study, and the learning activities they engage most fully with are those most clearly associated with what will be assessed 27. Not surprisingly, it has been observed that attaching assessment credit (marks) to the completion of portfolio tasks is an effective motivator for student engagement 15, 20, 23. Others reporting the use of student portfolios for the assessment of outcomes in engineering education include 28–30.…”

Exploring the Potential of Educational Developer Portfolios

“…Learning portfolios implemented in undergraduate, graduate, and continuing education contexts are suggested to: promote critical reflection and critical thinking; enhance metacognition; encourage students to connect theory to practice and attach personal meaning to academic and professional experiences; inspire learners to take ownership and responsibility for their learning; help learners identify and articulate areas for future growth and development; and, foster creativity (Brown, ; Buryarski & Landis, ; Corcoran & Nicholson, ; O'Keefe & Donnelly, ; Scott, ). Further studies suggest that portfolios provide an authentic means to measure learning experiences and outcomes within the context of individual courses, educational programs, and even across institutions (Buyarski & Landis, ; Heinricher et al, ). Despite some of these benefits, portfolios are often perceived by instructors and learners as time‐consuming, cumbersome, and confusing, and studies recommend that their use and integration must be intentional and supported by appropriate training and resources (Corcoran & Nicholson, ; Klenowski et al, ; Scott, ).…”