{"id":9774,"date":"2024-01-18T08:00:00","date_gmt":"2024-01-18T08:00:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=9774"},"modified":"2024-01-25T15:22:34","modified_gmt":"2024-01-25T15:22:34","slug":"five-tips-for-using-portfolios-in-afl","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/","title":{"rendered":"Five Tips for Using PORTFOLIOS in Assessment for Learning"},"content":{"rendered":"\n<p class=\"has-text-align-center\"><strong>by Laura Clarke, Academic Developer, University of Sussex<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-audio\"><audio controls src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Five-Tips-for-Using-Portfolios-in-AfL-_-Educational-Enhancement.mp3\"><\/audio><\/figure>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter size-large is-resized\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1.png\"><img loading=\"lazy\" src=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-975x1024.png\" alt=\"A stock image of miniature figures ascending stairs to different levels of education, from a pencil and calculator to a mortarboard. It is rendered in shades of blue and represents the typical learning journey.\" class=\"wp-image-9778\" width=\"488\" height=\"512\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-975x1024.png 975w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-286x300.png 286w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-768x807.png 768w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-1462x1536.png 1462w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-1950x2048.png 1950w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-100x105.png 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-150x158.png 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-200x210.png 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-300x315.png 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-450x473.png 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-600x630.png 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2024\/01\/2024-01-18-Portfolio-Picture-1-900x945.png 900w\" sizes=\"(max-width: 488px) 100vw, 488px\" \/><\/a><\/figure><\/div>\n\n\n\n<p>When I taught in my previous institution, we used portfolios as a summative assessment for students as well as a means to evaluate instruction. We scored the portfolios based on a rubric and quantitative data was collected for various stakeholders. While this approach to using portfolios was useful for the institution, I felt that it missed a valuable opportunity to engage students in their learning.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>While this approach to using portfolios was useful &#8230;<br>I felt that it missed a valuable opportunity<br>to <em>engage<\/em> students in their learning.<\/p><\/blockquote><\/figure>\n\n\n\n<p>Portfolios can serve a dual purpose, catering to both Assessment of Learning\u2014a conclusive assessment focused on summarising and evaluating overall student performance\u2014and Assessment for Learning\u2014an interactive and formative student-centred approach that prioritises ongoing assessment. Paulson and Paulson (1994) delineate two categories of portfolios that correspond to the objectives of Assessment of Learning and Assessment for Learning: positivist and constructivist, respectively. Positivist portfolios \u201cassess learning outcomes and those outcomes are, generally, defined externally,\u201d which \u201cassume[s] meaning is constant across users, contexts, and purposes\u201d. This approach views the portfolio as \u201ca receptacle for examples of student work used to infer what and how much learning has occurred\u201d (p.8). By contrast, the constructivist portfolio is \u201ca learning environment in which the learner constructs meaning. It assumes that meaning varies across individuals, over time, and with purpose.\u201d Here, \u201cthe portfolio presents process, a record of the processes associated with learning itself\u201d (pp.8-9).<\/p>\n\n\n\n<p>Positivist portfolios emphasising Assessment of Learning are usually structured around a set of outcomes, goals, or standards and are used to make high-stakes decisions. Within constructivist portfolios, students choose specific artefacts to narrate the tale of their learning journey, and these portfolios are employed primarily for formative rather than summative assessment purposes.<\/p>\n\n\n\n<p>With Curriculum Reimagined, the University of Sussex is exploring new forms of authentic and flexible assessment so that students are given accessible opportunities to explore their ideas, interests and preferences within their learning. Portfolios can be a powerful vehicle for learning if they transfer responsibility for learning from the teacher to the learner. If we want to develop inclusive assessments that give students the opportunity to take ownership of their learning, it is important to balance both product- and process-oriented portfolios.<\/p>\n\n\n\n<figure class=\"wp-block-pullquote\"><blockquote><p>Portfolios can be a <em>powerful<\/em> vehicle for learning if they transfer responsibility for learning from the teacher to the <em>learner<\/em>.<\/p><\/blockquote><\/figure>\n\n\n\n<p>Here are some recommendations for how to leverage portfolios to enrich the Assessment for Learning process:&nbsp;<\/p>\n\n\n\n<ol><li>Give learners the opportunity to choose between assessment modes and to decide which artefacts best serve as evidence of their learning and development. Keep in mind that it is important to consider the equity of effort, standards, and feedback when offering students choice in assessment modes.&nbsp;<\/li><li>Include a reflective component that encourages students to reflect on how the evidence they have selected demonstrates an evolution in learning. As reflection poses a new and challenging skill for many students, it is advisable to provide them with sample frameworks for reflective writing well in advance.&nbsp;<\/li><li>Encourage students to incorporate proof of their ongoing learning process. This may involve submitting earlier drafts of finished assignments, engaging in a thoughtful review and reflection on feedback received for these drafts, and providing an explanation of the steps taken to incorporate feedback and enhance their knowledge and comprehension.&nbsp;<\/li><li>Motivate students to repurpose the content of their portfolio for integration into a different kind of portfolio, like one designed to bolster a job application. Discuss with them the unique purposes such a portfolio would serve in the context of employment.&nbsp;<\/li><li>To ensure that students recognise the value of creating a portfolio, it should be easily adaptable. Ideally, the portfolio should remain accessible to learners even after they have completed their time at an academic institution.&nbsp;<\/li><\/ol>\n\n\n\n<p>Educational Enhancement\u2019s Academic Developers are developing resources to help instructors implement portfolios in their courses and modules. Please contact your School\u2019s Academic Developer for support in developing and implementing portfolios that balance the goals of Assessment of Learning and Assessment for Learning.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-social-links\"><\/ul>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9774\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9774\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9774\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>by Laura Clarke, Academic Developer, University of Sussex When I taught in my previous institution, we used portfolios as a summative assessment for students as well as a means to evaluate instruction. We scored the portfolios based on a rubric<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n<div class=\"sharedaddy sd-sharing-enabled\"><div class=\"robots-nocontent sd-block sd-social sd-social-icon sd-sharing\"><h3 class=\"sd-title\">Share this:<\/h3><div class=\"sd-content\"><ul><li class=\"share-twitter\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-twitter-9774\" class=\"share-twitter sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=twitter\" target=\"_blank\" title=\"Click to share on Twitter\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Twitter (Opens in new window)<\/span><\/a><\/li><li class=\"share-facebook\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-facebook-9774\" class=\"share-facebook sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=facebook\" target=\"_blank\" title=\"Click to share on Facebook\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Facebook (Opens in new window)<\/span><\/a><\/li><li class=\"share-tumblr\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-tumblr sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=tumblr\" target=\"_blank\" title=\"Click to share on Tumblr\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Tumblr (Opens in new window)<\/span><\/a><\/li><li class=\"share-print\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-print sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/\" target=\"_blank\" title=\"Click to print\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to print (Opens in new window)<\/span><\/a><\/li><li class=\"share-pinterest\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"sharing-pinterest-9774\" class=\"share-pinterest sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=pinterest\" target=\"_blank\" title=\"Click to share on Pinterest\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pinterest (Opens in new window)<\/span><\/a><\/li><li class=\"share-pocket\"><a rel=\"nofollow noopener noreferrer\" data-shared=\"\" class=\"share-pocket sd-button share-icon no-text\" href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/01\/18\/five-tips-for-using-portfolios-in-afl\/?share=pocket\" target=\"_blank\" title=\"Click to share on Pocket\"><span><\/span><span class=\"sharing-screen-reader-text\">Click to share on Pocket (Opens in new window)<\/span><\/a><\/li><li class=\"share-end\"><\/li><\/ul><\/div><\/div><\/div>","protected":false},"author":402,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":"","jetpack_publicize_message":"","jetpack_is_tweetstorm":false},"categories":[193241,98269,156983,98286],"tags":[],"jetpack_featured_media_url":"","jetpack_publicize_connections":[],"jetpack_shortlink":"https:\/\/wp.me\/p4IWEK-2xE","jetpack_sharing_enabled":true,"jetpack_likes_enabled":false,"jetpack-related-posts":[{"id":9543,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/06\/27\/the-quest-for-alternative-assessment\/","url_meta":{"origin":9774,"position":0},"title":"The quest for alternative assessment","date":"27th June 2023","format":false,"excerpt":"Formal exams and essays have formed the backbone of academic assessment for centuries, but they are far from perfect, and they don\u2019t suit everyone - tutors and learners alike.\u00a0Alternative assessment methods have been growing in popularity. Could it be the accelerating adoption of artificial intelligence that finally forces us to\u2026","rel":"","context":"In &quot;Learning Design&quot;","img":{"alt_text":"","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2023\/06\/Picture1.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":4204,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/06\/07\/constructively-aligning-criterion-feedback-using-turnitin\/","url_meta":{"origin":9774,"position":1},"title":"Constructively aligning criterion feedback using Turnitin","date":"7th June 2016","format":false,"excerpt":"Implementing processes to support the electronic management of assessment has been a priority for many universities and colleges in recent years, with many making use of Turnitin as a means\u00a0of checking the originality of submitted work and providing feedback to students. \u00a0 The University of Sussex have been using Turnitin\u2026","rel":"","context":"In &quot;Marking and assessment&quot;","img":{"alt_text":"Capture","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2016\/06\/Capture-1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":10189,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2025\/02\/10\/academic-developers-february-round-up-2\/","url_meta":{"origin":9774,"position":2},"title":"Academic Developers February round up","date":"10th February 2025","format":false,"excerpt":"Welcome to the February 2025 Academic Developers round up, where we share information, events and news. Sussex Education Festival\u00a0 The Sussex Education Festival is back for its third year! On Friday 2 May, colleagues from across the university will come together to share their experiences, research and reflections on teaching\u2026","rel":"","context":"Similar post","img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2025\/02\/Round-up-October.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":9382,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2023\/02\/14\/lgbt-history-month-focus-on-inclusive-teaching-learning-and-assessment\/","url_meta":{"origin":9774,"position":3},"title":"LGBT+ History Month: focus on inclusive teaching, learning and assessment","date":"14th February 2023","format":false,"excerpt":"This year\u2019s theme for LGBT+ History Month is \u2018Behind the Lens\u2019 and seeks to focus attention on the makers of images. 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What is this and who is it for? Technology Enhanced Learning provide advice, training and guidance to staff at the University of Sussex in the effective\u2026","rel":"","context":"In &quot;Events&quot;","img":{"alt_text":"decorative image of person using computer, smartphone and highlighting notes","src":"https:\/\/i0.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2018\/12\/workshops3.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3538,"url":"https:\/\/blogs.sussex.ac.uk\/tel\/2016\/01\/13\/learning-analytics-the-social-scholar-and-flipping-assessment-the-sussextel-seminar-series\/","url_meta":{"origin":9774,"position":5},"title":"Learning analytics, social scholarship and flipping assessment","date":"13th January 2016","format":false,"excerpt":"Happy New Year to all our readers! \u00a0Last autumn saw the start of the 2015\/16 Technology Enhanced Learning seminar series, featuring three engaging sessions from four great speakers: Martin Hawksey (Chief Innovation, Community and Technology Officer for the Association for Learning Technology), Margaret Adamson (Head of Learning Technology & IT\u2026","rel":"","context":"In &quot;Technology Enhanced Learning&quot;","img":{"alt_text":"Capture","src":"https:\/\/i2.wp.com\/blogs.sussex.ac.uk\/tel\/files\/2017\/01\/Capture-e1452599191917.jpg?resize=350%2C200","width":350,"height":200},"classes":[]}],"_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9774"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/402"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=9774"}],"version-history":[{"count":2,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9774\/revisions"}],"predecessor-version":[{"id":9780,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/9774\/revisions\/9780"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=9774"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=9774"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=9774"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}