{"id":96,"date":"2018-08-03T11:16:41","date_gmt":"2018-08-03T11:16:41","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=96"},"modified":"2019-08-05T13:04:46","modified_gmt":"2019-08-05T13:04:46","slug":"portfolios","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/portfolios\/","title":{"rendered":"Portfolios"},"content":{"rendered":"<h2><b>What is it?\u00a0<\/b><\/h2>\n<p>A portfolio is a collection of student work\u00a0(artefacts)\u00a0collected and presented in a paper-based or, where appropriate, digital\u00a0form. It is suitable for most genres of work and therefore most disciplines.\u00a0<a href=\"https:\/\/srhe.tandfonline.com\/doi\/abs\/10.1080\/14703297.2016.1250664#.W2gwQ9VKiUk\" target=\"_blank\" rel=\"noopener noreferrer\">Clarke and Boud\u00a0(2016)<\/a> categorise portfolios as: the <strong>showcase portfolio,<\/strong> which demonstrates a collection of students\u2019 best pieces of work; the <strong>working portfolio<\/strong>, which shows all the completed work of students as part of a course; and the <strong>progress portfolio<\/strong>, which is used to assess students\u2019 development over a period of learning.\u00a0 Portfolios are common in disciplines where there is a professional practice element, including but not limited to education, nursing, medicine, law and engineering.\u00a0 Creating a portfolio is time-consuming for students so if you\u00a0intend\u00a0to set it as a <strong>formative<\/strong> assessment, the purpose(s)\u00a0must be made clear to students to motivate them to invest that time.<\/p>\n<h2><b>Why would I use it?<\/b><\/h2>\n<ul>\n<li>Students are given choices about how they organise their work\u00a0 and\u00a0<b>some control over their own learning<\/b>\u00a0in what they choose to present.\u00a0This involves making reflective judgments, which fosters<b>\u00a0the ability to make judgments about the quality of their own work <\/b>rather than being dependent\u00a0on teacher judgment.<\/li>\n<li>In a progress portfolio or working portfolio, students can include plans, outlines and drafts of written work (as appropriate for the\u00a0 discipline)\u00a0to\u00a0<b>show their progress.<\/b>\u00a0 A progress portfolio can\u00a0<b>reduce plagiarism<\/b> as students need to depict their own individual processes.<\/li>\n<li>Individual pieces of work can be marked formatively, increasing\u00a0<b>opportunities for feedback<\/b>\u00a0and helping students understand criteria to judge performance.\u00a0\u00a0<b>Self- and peer-evaluation<\/b>\u00a0can be included as part of portfolio work. This increases\u00a0<b>opportunities for feedback<\/b>, and\u00a0<b>reduces teacher marking burden<\/b>.<\/li>\n<li>They are\u00a0<b>authentic\u00a0<\/b>in preparing students for\u00a0<b>workplace environments<\/b>\u00a0where such collections and demonstrations of work are required.\u00a0It can also form part of\u00a0<b>assessment of internships, service learning and clinical placements.<\/b><\/li>\n<\/ul>\n<h3><strong>Known issues:\u00a0<\/strong><\/h3>\n<ul>\n<li>A portfolio may not mitigate <b>surface learning\u00a0<\/b>if it is simply a collection of different genres, all\u00a0summatively\u00a0assessed\u00a0and with no opportunity for revisions,\u00a0leading to a sense of over-assessment.\u00a0This can be addressed by encouraging students to demonstrate <strong>connections between different artefacts in their reflections.\u00a0<\/strong><\/li>\n<li>Students might want to rely on teacher judgment to select their best pieces of work (although this can be facilitated in a dialogic way in tutorials).\u00a0 If students choose individual pieces for the portfolio for themselves, the more benefits are derived from the portfolio.<\/li>\n<li>For courses where there is a lot of essay writing, and to encourage reflections on transitioning from A level to university-style writing, teachers might prefer a <strong>processfolio<\/strong> (<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/15427587.2017.1279544\" target=\"_blank\" rel=\"noopener noreferrer\">Pearson, 2017),<\/a> which examines one essay with how students depict their journey to produce it.<\/li>\n<\/ul>\n<h2><b>How has it been used?<\/b><\/h2>\n<p>The portfolio is suitable for most pieces of work.\u00a0 Artefacts can be individual pieces of completed work or they can be things which\u00a0students\u00a0have done to produce one completed piece of work.<\/p>\n<ul>\n<li>A definitive guide to key considerations when using portfolios as assessment is provided by the<a href=\"https:\/\/www.heacademy.ac.uk\/system\/files\/id295_supporting_portfolio_development.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> Higher Education Academy (Advance HE):<\/a><\/li>\n<li><a href=\"https:\/\/mahara.org\/\" target=\"_blank\" rel=\"noopener noreferrer\">Mahara<\/a> is a King&#8217;s digital portfolio service which allows students to organise and present different media very flexibly. <a href=\"https:\/\/keats.kcl.ac.uk\/enrol\/index.php?id=59638\" target=\"_blank\" rel=\"noopener noreferrer\">CTEL<\/a> offer guidance on how to set up and use\u00a0Mahara.<\/li>\n<li>You may allow students to choose their own technology, including external platforms such as WordPress or Weebly. However, King&#8217;s may not be able to support these.<\/li>\n<\/ul>\n<p>Teresa MacKinnon from Dublin City University talks about her experiences with efolios<span style=\"color: #3366ff\"><strong><a style=\"color: #3366ff\" href=\"https:\/\/soundcloud.com\/teresa-mackinnon\/eportfolioedit\" target=\"_blank\" rel=\"noopener noreferrer\"> in this podcast.\u00a0<\/a><\/strong><\/span><\/p>\n<p>King&#8217;s pioneering Liberal arts programme (A&amp;H) uses Mahara for group portfolio tasks &#8211; see <strong><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/2019\/03\/28\/group-work-on-mahara-pages-for-lives-of-london\/\" target=\"_blank\" rel=\"noopener noreferrer\">George Legg&#8217;s case study on the level 4 Lives of London module<\/a><\/strong><\/p>\n<p><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/portfolios\/how-can-i-use-portfolios\/\" target=\"_blank\" rel=\"noopener noreferrer\">How can I use portfolios?<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What is it?\u00a0 A portfolio is a collection of student work\u00a0(artefacts)\u00a0collected and presented in a paper-based or, where appropriate, digital\u00a0form. It is suitable for most <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/authentic-and-complex-tasks\/portfolios\/\" title=\"Portfolios\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":384,"featured_media":0,"parent":40,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-96","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/96","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\/384"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=96"}],"version-history":[{"count":19,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/96\/revisions"}],"predecessor-version":[{"id":1212,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/96\/revisions\/1212"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/40"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=96"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}