THE PORTFOLIO PROCESS

1. THE PORTFOLIO PROCESS Documentation of the BVCTC General Education Student Learning Outcomes Adapted from “Making the Connection” – Overview of the Portfolio Process – KVCTC – Donna Hastings, November 10, 2005 Updated August 2015

2. What is a Portfolio? • A collection of artifacts (purposely selected and organized completed assignments or other evidence) that document student learning for the four (4) BVCTC General Education student learning outcomes through a reflection paper for each outcome.

3. What is included in the Portfolio? • Artifacts (completed assignments or other documentation from co-curricular, work, or community experiences) that show evidence of the four (4) General Education student learning outcomes • Reflection papers that support selected artifacts • Table of Contents

4. BVCTC General Education Student Learning Outcomes Upon graduating from BVCTC, the student will … • Communicate effectively by listening, speaking, and writing using appropriate technology. • Use quantitative and scientific knowledge effectively to solve problems, manipulate and interpret data, and communicate findings. • Demonstrate interpersonal skills and ethical behavior appropriate for living and working in a diverse society. • Apply critical thinking skills to analyze problems and make informed decisions.

5. “MAKING THE CONNECTION” • Students will select artifacts (assignments and other examples of evidence, including co-curricular activities, such as campus organizations and athletics, work, and community experience, such as volunteer work) that demonstrate the four stated General Education student learning outcomes have been met. • The student learning outcomes are further clarified by performance indicators.

6. What is the Difference between a Student Learning Outcome and a Performance Indicator? • Student Learning Outcomes are statements that describe what students are expected to know and able to do by the time of graduation. • Performance Indicators are specific, measurable statements identifying the performance(s) required to meet the outcomes; confirmable through evidence.

7. Example of a Student Learning Outcome and Performance Indicators Communicate effectively by listening, speaking, and writing using appropriate technology.– This is a student learning outcome. • Reads, comprehends, analyzes, evaluates various writing. • Logically organizes, develops and communicates an idea or position. • Adapts communications to audience, situation and purpose. • Uses prewriting, drafting, revising and editing techniques. • These are all examples of performance indicators.

8. Another Example Demonstrate interpersonal skills and ethical behavior appropriate for living and working in a diverse society. – This is a student learning outcome. • Understands and demonstrates ethical behavior. • Exhibits confidence in self and others. • Empathizes with others. • Engages in on-going self assessment These are performance indicators.

9. Selecting Artifacts • Assignments for Developmental Education courses may not be submitted as artifacts • An assignment may be used more than once to address different student learning outcomes • Students may use course assignments from other institutions of higher learning in the portfolio • Student experiential (employment and community service) and co-curricular activities are other activities that may serve as artifacts that demonstrate attainment of the General Education student learning outcomes.

10. ArtifactsExamples of Assignments • Essays • Book reports • Course projects • Research papers • Documented field placements or practicums • Case studies • Written summaries or analyses • Presentations or speeches • Visual art projects • Assignments completed with multi media

11. Artifacts Examples of Experiential & Co-Curricular • Co-curricular activities includes BVCTC sanctioned clubs and organizations, honorary societies, and athletics. • Student experiential activities include, among others, relevant work experience, community service, and involvement in professional organizations. • Must get permission from employer or other organization in order to include any of the organization’s documents as artifacts to avoid privacy issues.

12. Example of an Artifact • BUSN 298 Assignment – Company Research and Presentation • Learning Outcome - Communicate effectively by listening, speaking, and writing using appropriate technology • Performance indicators (examples) • Reads, comprehends, analyzes, evaluates various writing. • Logically organizes, develops and communicates an idea or position. • Adapts communications to audience, situation and purpose. • Uses prewriting, drafting, revising and editing techniques. • Uses appropriate vocabulary, grammar, punctuation, spelling and syntax. • Writes effective business/technical communications (memos, letters, reports, etc.) and formats them appropriately.

13. Reflection Paper • After the student has selected appropriate artifacts for the General Education student learning outcomes, the student must write a reflection paper for each.

14. Reflection Paper • Begin by reflecting on the connection between the artifact and each student learning outcome. • Introduce the artifact by explaining its origin and the purpose. • Describe how the artifact was created, the process or your path of learning. • Address which General Education student learning outcome the artifact is representing and indicate the specific performance indicators, thus meeting the expectations for learning. • Summarize the connection of the artifact to the expectations of learning by describing how the achievement of the learning outcome will impact you in the future.

15. Portfolio Submission • The portfolio is to be complete and presented in an organized and professional manner. • There must be a reflection paper and matching artifact for each student learning outcome. • The reflection paper must adhere to the prescribed format.

16. Prescribed Format for Portfolio Reflection Papers Date: _________ Submitted by: _________________ Program: ________________ General Education Student Learning Outcome: (state student learner outcome fully and list the performance indicator(s) used in the artifact) Brief Description of the Artifact: (describe the steps of the process to complete the assignment) Making the Connection: (how the artifact you have selected matches the general education student learning outcome) Future Value: (summarize how this student learning outcome will impact you in the future; why is this expected learning outcome important to your future success)

17. Completed Portfolio • Work should be compiled in a 3-ring binder* with 4 tabs (a tab for each student learning outcome) *Some programs are currently piloting electronic portfolios. See your capstone instructor/advisor to see if your program is submitting electronic portfolios. • A completed portfolio will contain: • Table of Contents • Reflection Paper for each of the four student learning outcomes along with the accompanying Artifact that demonstrates learning • Each reflection paper will follow the prescribed format. • When completed, a portfolio will be turned into your capstone course instructor or advisor.

18. Portfolio Review • Your portfolio will be reviewed to determine your proficiency in the General Education student learning outcomes. • Your completed portfolio will be submitted during the major capstone course and prior to graduation. • After being checked for completion by the capstone instructor, the portfolio will be forwarded to the General Education Committee who will convene a panel to review the portfolio using the Portfolio Rubric. • The Portfolio will be returned to you with the panel’s assessment and any comments they may have about your efforts.

19. Rubric for the Assessment of the Portfolio Performance Assessment Scorecard

20. See your instructor for Current Forms and Information • Table of Contents • Reflection Paper Format • Rubric Other helpful documents • Student Learning Outcomes with Performance Indicators • Student Checklist