A course portfolio is a framework to help learners assess their own learning. It can be a select sample of a learner’s work or, as a “folio,” consist of all evidence of the learner’s experience in a course. Course portfolios generally consist of an introductory statement of intent, documentation of the learning experience, reflection by the learner on their own learning, and a conclusion examining their learning experience in the context of their initial statement of intent.
Course portfolios are based in constructivist theory. It emphasizes the learner’s individual construction of meaning through their learning experience. This method can be a challenge for learner’s used to a more didactic approach to assessing learning. Learners may need to let go of their view of the teacher-learner relationship in order to take responsibility for assessing their own learning through assembling a course portfolio.
Application: In Working Out Loud circles, small groups of people meet weekly to practice a process to make them feel more engaged and fulfilled in their work and life. Because self-reflection is an important part of the Working Out Loud process, a course portfolio may add to the experience. The Working Out Loud process already includes setting a goal, similar to the introductory statement of intent in a course portfolio, documentation of learner’s efforts to strengthen relationships, and reflection on learning through discussion of key issues. However, these elements are not directly connected or assembled.
I could introduce e a course folio into the Working Out Loud process by pointing out the possible connections between these elements and asking participants to assemble them and reflect on them as a whole. The folio could be helpful to some participants as a documentation of professional development, but more importantly it would prompt them to reflect on their personal and professional growth through the entire experience. Because this is an informal experience, I wouldn’t need much preparation to implement this method. I would just need to share the expectation at the outset and remind participants to assemble and look for connection between the elements that are already a part of the process.
Assessment: Free Discussion (Barkley & Major, 2016, pp. 271-276)
Although the course folios are assessments themselves, I think assessing the human dimension is critical in the Working Out Loud process. Free discussions are used throughout the experience, but I would add a concluding free discussion centered around the course folios. Because Working Out Loud circles are small groups, there would be no need to form subgroups. I would ask each participant to share an insight about themselves or their learning drawn from their folio and allow the discussion to flow. I would not ask for any artifact, but would make notes of significant evidence of self-reflection, self-knowledge and behavior change.
References
Barkley, E. F., & Major, C. H. (2016). Learning assessment techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Nicholson, Barbara L. (2004). Course Portfolio. In Michael W. Galbraith (Eds.), Adult Learning Methods: A Guide for Effective Instruction (3rd Ed.) (321-340). Malabar, FL: Krieger Publishing Company.