Consider your learning outcomes.\u00a0 A portfolio may not be the best way of assessing only<\/strong>\u00a0foundational knowledge or understanding<\/b>, as it requires more skills and a higher distribution of student effort.\u00a0It is more suitable to\u00a0practica<\/b>l,\u00a0critical<\/b>\u00a0and\u00a0creative thinking.\u00a0<\/b><\/p>\n Given the complexity of skills and knowledge tested, it is usually best to assess a portfolio later in the module or programme.<\/p>\n It is not usually a good idea to have more than one portfolio across the programme given the amount of work required by students and\u00a0teachers.<\/p>\n A portfolio can be formative and summative, but it has the flexibility to be used in both ways.<\/strong> For example, individual pieces of work can be marked formatively at different stages of the module and the final product marked\u00a0summatively\u00a0at the end.\u00a0This provides opportunities for practice and feedback, especially if the portfolio\u00a0will be quite heavily\u00a0weighted.<\/p>\n A low weighting can frustrate students if they have directed intellectual and emotional efforts towards its completion. Messages sent to students by having a 10% portfolio and 90%\u00a0exam are that their time is best\u00a0used memorising information for the exam.<\/p>\n You could grade all artefacts separately and calculate the grade that way or mark the portfolio as a holistic piece of work. The former is more time consuming and has the potential to increase\u00a0strategic or surface learning<\/b>\u00a0as students focus on grades of individual pieces of work.<\/p>\n Quality Assurance Agency requirements for final year UG programmes often require a\u00a0longer term\u00a0project. A portfolio can fulfil this.<\/p>\n Generic college criteria might need to be adapted to appropriately assess the skills elicited in a portfolio.<\/p>\n Portfolios can provide opportunities for students to engage with criteria, through their own self-evaluation and through peer feedback. Perhaps consider creating a self-evaluation form for students to complete as part of their reflection.<\/p>\n For e-portfolios there is a variety of literature, case studies and operational support available online, especially for using Mahara. See for example ‘Effective practice with e-portfolios’<\/a> (Jisc, 2008),\u00a0 Birmingham University’s account of implementing an e-portfolio<\/a> (Jisc, 2012).<\/p>\n At King’s CTEL have produced video guidance on getting started with Mahara.<\/a> They are happy to answer any questions or provide bespoke support.<\/p>\n When choosing or setting up an e-portfolio, consider and discuss with your department or CTEL:<\/p>\n <\/p>\n Not all students reflect willingly, as they might feel aspects of their personality are being judged. Consider offering students the choice of how to reflect<\/strong>, or make the reflection part formative<\/strong>.\u00a0 Another alternative is to require the reflection for completion<\/strong> but not grade it i.e. it will not be weighted but they must complete it\u00a0in order to\u00a0receive a grade for their portfolio.<\/p>\n Students could be given the option of choosing from a range of different assignments to form artefacts for their portfolios. This allows for students with different abilities to not be disadvantaged.<\/p>\n Students may need support in using technologies for portfolios.\u00a0Lynda.com<\/a>. provides training and support, and CTEL<\/a>\u00a0may be able to provide guidance on a bespoke faculty basis.<\/p>\n A portfolio may not be the best assessment in large cohorts as they are time-consuming to mark. However, modifications can be made.<\/p>\n Double marking can be challenging both in terms of time and\u00a0reliability.<\/b>\u00a0 It is important to conduct\u00a0standardisation prior to marking<\/b>\u00a0<\/b>\u00a0with one or two sample portfolios.<\/p>\n Students might have anxiety about a new form of assessment and be concerned about how it will be marked. Assignment\u00a0briefs need to\u00a0be clear\u00a0and specific and criteria must be prominent on KEATS\u00a0and<\/strong> discussed with students (see exemplars)<\/a><\/strong>.<\/p>\n When introducing the portfolio assignment, talk through with students the purpose and how it relates to the learning outcomes and assesses core skills required by employers and researchers. Referring to the portfolio at certain points throughout the module helps to reinforce their understanding of its value and clarify any questions that emerge.<\/p>\n <\/p>\n","protected":false},"excerpt":{"rendered":" How does it align with the module learning outcomes?\u00a0Does it assess or practice skills and knowledge that are key to the discipline? Consider your learning […]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":96,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-146","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/146","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=146"}],"version-history":[{"count":19,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/146\/revisions"}],"predecessor-version":[{"id":1171,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/146\/revisions\/1171"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/96"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=146"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Will it be formative or summative? If summative, will I give opportunities for practice? How? When will it occur in the term\/module? What will the weighting be?<\/h2>\n
How will I mark it? Will I grade it? What criteria will I use? How will I\u00a0give feedback?<\/h2>\n
How can I set it up?<\/h2>\n
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How will I\u00a0address potential\u00a0challenges?<\/h2>\n
Do I need to make any modifications for accessibility\/inclusivity? Can I build these into the design?<\/h3>\n
Do I need to make any modifications for large cohort sizes?\u00a0Will it be time consuming to set up or mark? Is there anything I can do\u00a0to address this?<\/h3>\n
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How will I introduce it to students?<\/h3>\n