Portfolios

A portfolio is distinctive in that it is a collection, a product, and a process.  As a product, a portfolio is a collection of student work that exhibits the writer's efforts and achievements. As a process, portfolio writing permits both writers and readers to reflect on the writer's body of work.

Benefits  

As a major project, it can

	emerge from the writing students do as a regular part of course work
	move with the student across a program or major
	afford students opportunities to reflect on their writing as a regular part of their course work
	permit the instructor to assess students' cumulative work holistically

Types  

Portfolios can be formative or summative, or a combination of the two. 

Formative portfolios are works in progress and, therefore, should be responded to as such. They are valuable to the learning process in that they allow students to formulate--and, thus, test--their ideas without penalty.  Students might initially operate formatively, writing (short papers, journal entries, microthemes, e-mail correspondences among class members, for example) to learn about the course material.  

Summative portfolios are summaries or products. They allow students to demonstrate their knowledge in a cumulative fashion. After operating formatively, later in the semester, students might assess their work, select (possibly with input from their instructor) representative documents for evaluation, and create additional ones as their instructor specifies. 

The final portfolio might consist of a folder with

	an appropriate coversheet
	a table of contents
	an introductory essay reflecting on their cumulative learning experience
	the documents

Idea:  Assign a thematic portfolio

Teachers who want students to apply a course theme will find that portfolios are naturally developed around themes. A portfolio could consist of a series of small projects designed to encourage the student to learn about the selected theme in terms of the larger course goals. For example, a portfolio exploring a theme in terms of a contemporary issue might include a microtheme on a journal article, a transcript or a tape of an interview with an expert, photocopies with annotations (or an annotated bibliography) of magazine and newspaper articles. The relevant theme might be represented by highlighted or annotated class notes, and microthemes or annotated bibliographies of each of the course readings on the theme. The student would then write an introduction to the portfolio that demonstrates understanding of the relation between the theme and the contemporary issue.

Instructors' Tips 

To organize a portfolio project, instructors need to

1. establish the purpose of the portfolio within the course goals
2. identify the audience 
3. determine the nature of the portfolio: formative or summative, or a combination
4. decide on possible contents of the portfolio
5. set the scope of possible contents of the portfolio
6. develop criteria for success based on course goals

Note: This list was informed by criteria suggested by Kathleen Blake Yancey at Labette Community College writing conference (unpublished handout 1993).

As with all term projects, portfolios are most likely to succeed if instructors:

	communicate criteria for success and means of assessment at the time the assignment is given
	build in checkpoints throughout the semester
	incorporate the project into the course activities