Portfolio exam

Portfolio exam

In some cases, blogs or online journals may be maintained by students and include ongoing reflections about learning activities, progress, and accomplishments. Standardized tests, in contrast, are relatively efficient and inexpensive to score, and test results are considered more reliable or comparable across students, schools, or states, given that there is less chance that error, bias , or inconsistency may occur during the scoring process in large part because most standardized tests today are scored in full or in part by automated machines, computers, or online programs. Once the student has completed all the work for the three fields included in the portfolio, the faculty examiner for each of the student's fields will evaluate the relevant field section of the student's portfolio, submitting a detailed written assessment to the student, the student's major advisor, and the DGS. Each field must be accompanied by a reading list connected to the particular field, which will inform the written work presented. Or can they use it to develop a better plan for a hypothetical business. Creating, maintaining, and assessing student portfolios can also be a time-consuming endeavor. It is therefore important for them to include material directly relating to teaching. Please see the requirements on the Graduate School website. For related discussions, see student engagement and student voice. At the end of the oral examination, the committee will determine whether you have completed the Portfolio Examination requirements and can move on to preparing for the Dissertation Prospectus Workshop. Alphabetical Search. And some portfolios are used to assess learning in a specific subject area, while others evaluate the acquisition of skills that students can apply in all subject areas. It is crucial to maintain good communication between the faculty members that form committees and graduate students. Online portfolios are often called digital portfolios or e-portfolios, among other terms.

Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures—such as standardized testsquizzes, or final exams—that only measure what students know at a specific point in time.

Students, however, should begin thinking about the fields for their portfolio, and begin consulting with potential faculty advisors, during their first year in the program. For these reasons, advocates of portfolios often recommend that students be involved in determining what goes into a portfolio, and that teachers should not unilaterally make the decisions without involving students.

At the beginning of the process, when the faculty member has agreed to examine you for a particular field, you two will establish a set of written guidelines outlining the kind and quantity of written material the you should include in the portfolio.

The activities are carried out in groups and will be presented and discussed in a blog with feedback in the form of comments from fellow students and teachers. Please see the requirements on the Graduate School website. The selection of fields is up to you and your faculty advisor, but should be conceived broadly in order to provide you with exposure to a range of approaches and fields.

In addition to field examiners, students must include one or two additional readers — either from within Romance Studies or from another department — who will read the Portfolio Exam materials and participate in the oral examination.

portfolio examination meaning

Upon receipt of faculty assessments of all sections of the portfolio, the student's major advisor will review the portfolio in its entirety, including the intellectual agenda, at which point he or she will notify the student, other committee members, and the DGS as to whether the student may proceed to the oral examination.

But can those students also apply that skill to a complex problem in economics, geography, civics, or history? It can also be organized around a broad theoretical inquiry.

Portfolio assessment slideshare

Each phase is based on different activities, and the products of these will be part of the portfolio exam at the end of the course. Outcome of the activity The students get the opportunity to discuss many issues related to formalities and argumentation with the teacher and fellow students in a manner which is highly text oriented. As elements of the portfolio are completed, you should meet with the members of the committee to discuss your progress. For these reasons, advocates of portfolios often recommend that students be involved in determining what goes into a portfolio, and that teachers should not unilaterally make the decisions without involving students. Advocates of student portfolios argue that compiling, reviewing, and evaluating student work over time can provide a richer, deeper, and more accurate picture of what students have learned and are able to do than more traditional measures—such as standardized tests , quizzes, or final exams—that only measure what students know at a specific point in time. Or can they use it to develop a better plan for a hypothetical business. In some schools, portfolios are a way for students to critique and evaluate their own work and academic progress, often during the process of deciding what will be included in their portfolios. Consult the Chair of your committee and the DGS regarding any questions or concerns regarding the composition of the committee. Portfolios come in many forms, from notebooks filled with documents, notes, and graphics to online digital archives and student-created websites, and they may be used at the elementary, middle, and high school levels. For example, multiple versions of an essay can show how students revised and improved their work based on feedback from the teachers or their peers. Some portfolios are only intended to evaluate learning progress and achievement in a specific course, while others are maintained for the entire time a student is enrolled in a school. Your portfolio can include book reviews, critical essays, historiographical reviews, annotated bibliographies, course syllabi, and research papers. For related discussions, see student engagement and student voice. Students, however, should begin thinking about the fields for their portfolio, and begin consulting with potential faculty advisors, during their first year in the program. Upon receipt of faculty assessments of all sections of the portfolio, the student's major advisor will review the portfolio in its entirety, including the intellectual agenda, at which point he or she will notify the student, other committee members, and the DGS as to whether the student may proceed to the oral examination.

Some portfolios are only intended to evaluate learning progress and achievement in a specific course, while others are maintained for the entire time a student is enrolled in a school.

Once the student has completed all the work for the three fields included in the portfolio, the faculty examiner for each of the student's fields will evaluate the relevant field section of the student's portfolio, submitting a detailed written assessment to the student, the student's major advisor, and the DGS.

Student portfolio examples

Tests and quizzes give teachers information about what students know at a particular point in time, but portfolios can document how students have grown, matured, and improved as learners over the course of a project, school year, or multiple years. Consult the Chair of your committee and the DGS regarding any questions or concerns regarding the composition of the committee. Central learning objectives for the activity The exam consists of a portfolio which includes four compulsory assignments, the last of which is a theoretically based assignment chosen by the student reflecting on the three previous assignments. Or can they use it to develop a better plan for a hypothetical business. Portfolios help teachers determine whether students can apply what they have learned to new problems and different subject areas. Each sub-assignment consists of standard pages. When reviewing a portfolio, teachers may also ask students to articulate the connection between particular work products and the academic expectations and goals for a course. In addition to preparing you for your dissertation project, the fields also serve to establish expertise in potential teaching areas. Some portfolios are only intended to evaluate learning progress and achievement in a specific course, while others are maintained for the entire time a student is enrolled in a school. Alphabetical Search.
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