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My Learning & Class Portfolio

(http://faculty.washington.edu/krumme/students/portfolio.html)

"It is a miracle that curiosity survives formal education."
(attributed to Albert Einstein)

"Now this is not the end. It is not even the beginning of the end.
But it is, perhaps, the end of the beginning."
(attributed to Winston Churchill)



What is a "Learning Portfolio" and what are its functions?

Definition:

Purposes:

A Learning Portfolio usually fulfills simultaneously two major functions namely:

  1. Assessment: to provide a body of student work that can be used to assess the quality of the student's past or ongoing performance.
    A portfolio becomes a portfolio assessment when
    1. the assessment purpose is defined; portfolios can be designed to assess student progress, effort, and/or achievement, and encourage students to reflect on their learning.
    2. criteria or methods are made clear for determining what is put into the portfolio, by whom, and when; and
    3. criteria for assessing either the collection or individual pieces of work are identified and used to make judgments about performance.
      [ http://cresst96.cse.ucla.edu/glossary.htm (Inactive, 2003)]
    A portfolio
    1. provides direct evidence of the quality of a student's work and a basis for evaluation of work-in-progress
    2. defines assessment as a process, rather than necessarily as "final"; it permits re-evaluation by alternative evaluators, at different times and in different contexts (different from providing final quantitative grades)
    3. empowers the student to self-assess and continuously expand or otherwise improve her/his work.

  2. Demonstration of Accomplishments Arising From Learning Assignments: to help students to:
    1. demonstrate ability to master the major topics of the course or program
    2. provide evidence of how the work on an assignment evolved
    3. choose which assignment best represents one's strengths; articulate and track accomplishments in and outside the classroom;
    4. link experiences and achievements within and between classes;
    5. recognize emerging patterns in their programs and areas of interest, leading to more focus and better justification and substantiation of subsequent decisions and choices.
    6. self-analyze and reflect; to develop own learning curve; increase levels of self-understanding and confidence (of individual students) as well as clarity of purpose and levels of motivation (in the classroom);
    7. use a wide range of digital and multimedia technologies to demonstrate technical competency and design and presentation skills; publish electronically; gain ownership;
    8. be more proactive in planning and pursuing their educational and post-graduate opportunities;
    9. demonstrate their competencies and capabilities as they pursue service-learning activities, internships, and other on/off-campus experiences.
    10. secure future employment or admission to graduate school; record experiences for later, more systematic use in résumés or applications to employers or graduate schools;


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