Definition

Collections of multiple student work samples usually compiled over time and rated using rubrics. The design of a portfolio is dependent upon how the scoring results are going to be used.

Advantages

• Can be used to view learning and development longitudinally (e.g., samples of student writing over time can be collected), which is useful perspective.
• Multiple components of a curriculum can be measured (e.g., writing, critical thinking, research skills) at the same time.
• Samples i a portfolio are more likely than test results to reflect student ability when pre-planning, input from others, and similar opportunities common to most work settings are available (which increases generalizability / external validity of results).
• The process of reviewing and scoring portfolios provides an excellent opportunity for faculty exchange and development, discussion of curriculum goals and objectives, review of scoring criteria, and program feedback.
• Economical in terms of student time and effort, since no separate "assessment administration" time is required.
• Greater faculty control over interpretation and use of results.
• Results are more likely to be meaningful at all levels (i.e., the individual student, program, or institution) and can be used for diagnostic/prescriptive purposes as well.
• Avoid or minimizes "test anxiety" and other "one shot" measurement problems.
• Increases "power" of maximum performance measures over more artificial or restrictive "speed" measures on test or in-class sample.
• Increases student participation (e.g., selection, revision, evaluation) in the assessment process.

Disadvantages

• Can be costly in terms of evaluator time and effort.
• Management of the collection and scoring process, including the establishment of reliable and valid scoring rubrics, is likely to be challenging.
• May not provide for externality.
• If samples to be included have been previously submitted for course grades, faculty may be concerned that a hidden agenda of the process is to validate their grading.
• Security concerns may arise as to whether submitted samples are the students' own work, or adhere to other measurement criteria.

Ways to Reduce Disadvantages

• Consider having portfolios submitted as part of a course requirement, especially a "capstone course" at the end of a program.
• Investigate the use of electronic portfolios as a means to increase proves efficiency.
• Utilize portfolios from representative samples of students rather than having all students participate (this approach may save considerable time, effort and expense but be problematic in other ways).
• Have more than one rater for each portfolio; establish inter-rater reliability through piloting designed to fine-tine rating criteria.
• Provide training for raters.
• Recognize that portfolios in which samples are selected by the students are likely represent their best work.
• Cross-validate portfolio products with more controlled student work samples (e.g., in-class tests and reports) for increased validity and security.

Bottom Lines

Portfolios are a potentially valuable option adding important longitudinal and "qualitative" data, in a more natural way. Particular care must be taken to maintain validity. Especially good for multiple-objective assessment.

Bibliographic References

Barrett, H.D. (1994). Technology-supported assessment portfolios. "Computing Teacher," 2(6), 9-12. (EJ 479 843)
Hart, D. (1994). Authentic assessment: a handbook for educators. Menlo park, CA: Addiso-Wesley.
Hodges, D. (1998). Portfolio: A self-learning guide. Barrigton, IL.
Paulson, L.F., Paulson, P.R., & Meyer, C. (1991) What makes a portfolio a portfolio? "Educational Leadership," 48(5), 60-63. (EJ 421 352)
Rogers, Gloria and Timothy Chow. "Electronic Portfolios and the Assessment of Student Learning," Assessment Update, JosseyBass Publisher, January-February 2000, Vol. 12, No. 1, pp 4-6, 11.