Assessment - Portfolio Assessment Approach

Developed by the Center for Advancement of Learning, the Portfolio Assessment Approach is a six-step evaluation and documentation of individual learning preferences, goals, strengths, and weaknesses. It is designed for students experiencing or potentially experiencing academic failures. The information is used to evaluate student perceptions of his/her learning tendencies and to develop a strategies-guided approach to enhancing academic success. The portfolio becomes part of the student's permanent records and is updated continually during his/her academic career; computer processing of the portfolio facilitates this process.

The Portfolio Assessment Approach is based on the work of Heerman and Maleki at Kansas State University and operates on the assumption that the following are of critical importance when assisting students who are in academic jeopardy.

• Students must have the desire to take action and self direct their learning.
• Encouragement and assistance should be given by a disinterested staff member.
• Professional appearance through the use of microcomputers will build confidence and expediate the process.

Directing College Success

The first part of the portfolio is an initial statement of the problems leading to academic difficulty. Initial attempts at assessing past student problems may involve superficial explanations, but these statements can be refined over time to include specific statements of relevant personal difficulties, lack of focus, lack of feeling connected within the college environment, inadequate time allowed for studying, procrastination, and other factors. Reflecting on the causes for academic difficulty and putting these thoughts down in writing not only help students identify continuing problems but also encourage them to assume ownership of the learning process. Additional motivation, encouragement, and commitment are particularly necessary when students face the crisis of having to make dramatic improvement in their grades in one term or face dismissal.

Course Grades and GPA Analysis

An analysis of course grades and grade point averages constitutes the second part of the portfolio. Students should be encouraged to reflect on the content and quality of their high school preparation, especially during their first year of college, since inadequate background information may lead to academic difficulties. For upperclass students, reflection should be centered on college-level work completed so far. Facing the reality of the situation may help the student to implement solutions as well as reinforce the positive idea that he/she is capable of success on the college level.

Students should track trends in grade point averages and attempted courses across completed semesters or quarters. The grade point average necessary to achieve satisfactory status should be computed. A comparison and assessment should be made of term courses attempted but not completed, realistic course loads, and subject area interest levels. Other factors, such as method of presentation of course material, are to be considered when planning a successful future term.

Students should be encouraged to accept responsibility for the learning process and to maintain interaction with faculty and advisors, both in and out of the classroom.

Time Management Analysis

The third component of the portfolio is an analysis of time management habits. Students are encouraged to monitor how their time is spent, especially in comparison to an ideal time schedule, and the consequences of their actions. Specific hours that students find most beneficial for studying (e.g. morning, afternoon, evening, late night) and suitable study locations should also be considered when developing a time management plan. When a realistic balance between study, work, and social activities is maintained, students begin to link time spent with the results of their efforts.

Academic Major and Career Goal Analysis

Because a key to student motivation is the interest developed in the extended goal of education, an analysis of academic major and career goals is the fourth component of the portfolio. Students should consider the work areas or careers with which they are familiar, their favorite courses in high school, their interests, and their own personality traits. A comparison of short-term and long-term goals with the student's academic program and performance can help to illuminate discrepancies and to motivate students into action.

Strategy Assessments

The fifth part of the portfolio involves cognitive and metacognitive strategy assessments. Strategies used that led to past successes should be reevaluated and a determination made as to whether they remain applicable. Consideration of the student's preferred learning style or modality strength is important.

Summary Assessments

After a discussion of strengths and weaknesses, students can begin a summary assessment. This would include a statement outlining steps for implementing an approach for future semesters. Like the initial statement, the summary assessment may be revised periodically.