The Learning PortfolioReflective Practice for Improving Student Learning
The learning portfolio is a powerful complement to traditional measures of student achievement and a widely diverse method of recording intellectual growth. This second edition of this important book offers new samples of print and electronic learning portfolios. An academic understanding of and rationale for learning portfolios and practical information that can be customized. Offers a review of the value of reflective practice in student learning and how learning portfolios support assessment and collaboration. Includes revised sample assignment sheets, guidelines, criteria, evaluation rubrics, and other material for developing print and electronic portfolios.
About the Author xi About the Contributors xiii Foreword to the Second Edition xix Foreword to the First Edition xxiii Preface to the Second Edition xxvii Acknowledgments xxxv PART 1: ABOUT STUDENT LEARNING PORTFOLIOS 1. An Overview of Student Learning Portfolios 3 2. Practical Questions and Issues About Student Learning Portfolios 19 3. Important Factors in Developing and Using Student Learning Portfolios 35 4. Electronic Learning Portfolios 55 PART 2: MODELS OF LEARNING PORTFOLIOS 5. Learning Portfolios in the Humanities Classroom: Promoting Intentional Learning by Helping Students Uncover What Is Meaningful to Them 75Dorothe J. Bach 6. Getting Started with Portfolios: A Vision for Implementing Reflection to Enhance Student Learning 85Stephanie Burrell, Laurence Miners, Kathryn Nantz, and Roben Torosyan 7. The Oral Health E-portfolio: A Three-Year Project 97Russell Butson, Jennifer Marie Cook, and Rosemary Kardos 8. EPAC: Building a Community of Practice Around E-portfolios 109Helen L. Chen and John C. Ittelson 9. Encouraging a Reflective Disposition: Scaffolding Critical Thought Through Portfolio Development 121Ann C. Cunningham 10. A Journey Involving Integrating an E-portfolio into a Course Management System 141Marilyn Drury 11. The E-portfolio and Liberal Arts Education at Agnes Scott College 151Emily Hauck, Olivia White Lopez, and Shannon Yarbrough 12. The LeBow College of Business My LIFEfolio: An E-portfolio Program 159Frank Linnehan 13. Learning Portfolios in a Sophomore-Level Composition and Literature Course 171Leslie Ortquist-Ahrens 14. A Journal of Citizenship: Orienting First-Year Students to Liberal Education 177Elizabeth Regosin and Ronald J. O. Flores 15. Representing, Not Testing: Webfolio as Final Exam 189Donna Reiss 16. Challenging Tertiary Teachers' Beliefs and Practices: Facilitating Change and Development Through Portfolios 197Rachel Spronken-Smith and Sarah Stein 17. The English Language E-portfolio 211Fiona Williams, Vicki Chan, and Hokling Cheung 18. Upon Further Review: A Second Look at the Student Learning Portfolio 223Alan Wright and M. Heather Hartley PART 3: SAMPLE LEARNING PORTFOLIO SELECTIONS 19. Education Technology Web Site 239Robyn Allen 20. Learning Portfolio 245Alicia I. Gilbert 21. Learning Portfolio Reflections 251Diana Lynde 22. PowerPoint Portfolio 255|Lindsay Perani 23. Honors Portfolio 261Connie Thackaberry 24. Career Portfolio 265Josee Vaillant PART 4: PRACTICAL MATERIALS 25. Self-Assessment 269 26. Four-Year Portfolio Development Plan 273 27. Portfolio Evaluation Form Contents Checklist 277 28. Showcase/Electronic Portfolio Evaluation Form 279 29. Webfolio Assignment 281 30. Learning Portfolio Project 285 31. Online Reflective Writing: Instructions for Threaded Discussion 289 32. Portfolio Reflections 293 33. Honors Senior Portfolio Option: Contract and Guidelines 295 34. Criteria for Evaluating Learning Portfolios 299 35. Double-Column Notes for Refl ection 301 36. Learning Portfolio Assignment 303 37. Sample Student Refl ections 307 38. Review and Revision Process and Submission Letter for Webfolios 311 39. Rubric for Evaluating Webfolios 313 40. Reflective Writing Assignment 315 41. Report Guidelines: Sample Questions for Reflection 319 42. Promoting Intentional Learning Assignment 321 43. Evaluation Rubric for Reflective Essays 323 44. Reflections in Technology Portfolios 325 45. Technology in Education Web Page 327 References 331 Index 343
John Zubizarreta is professor of English and director of honors and faculty development at Columbia College, South Carolina. He is a frequent conference presenter and consultant, and he has mentored educators internationally on developing teaching, learning, and administrative portfolios.
Praise for The Learning Portfolio, Second Edition "John Zubizarreta understands students, faculty, and teaching and learning. This book will help both novices and senior faculty to use portfolios to increase their own understanding and to enrich their students' learning."—Wilbert McKeachie, author, McKeachie's Teaching Tips "With fourteen new chapters featuring exemplary uses of learning portfolios, this second edition is like a brand new book. But it preserves all the recommendations for implementing learning portfolios that made the first edition so useful to faculty."—Linda B. Nilson, director, Office of Teaching Effectiveness and Innovation, Clemson University, and author, Teaching at Its Best and The Graphic Syllabus and the Outcomes Map "The Learning Portfolio represents a clear, organized, reflective, and effective way to direct and document student learning. It is a must-have for any faculty member or university administrator concerned about demonstrating attainment of important learning outcomes, and for faculty developers assisting instructional staff in designing effective and engaging courses."—James E. Groccia, director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University, and former president, Professional and Organizational Development Network in Higher Education "The Learning Portfolio provides a credible tool for assessing and improving student learning—critical aspects when documenting program and institutional effectiveness. John Zubizarreta's clear and pragmatic discussion of the learning portfolio empowers all who care about student learning to succeed in ways that can make a transformative difference in the lives of students."—Mary Lou Higgerson, vice president for academic affairs and dean, Baldwin-Wallace College, and coauthor, Effective Leadership Communication "If we want students to become self-directing learners, they must become more aware of themselves as learners. There is no other tool that has more power to contribute to this process than well-designed learning portfolios."—L. Dee Fink, author, Creating Significant Learning Experiences
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