Project Lead: Amy Scott Metcalfe (Professor, Educational Studies)
Co-Lead: Martin Dammert (Graduate Student, Educational Studies)
Project Description
Learning portfolios may provide graduate students opportunities to reflect upon their ongoing professional and academic learning over the trajectory of a course, rather than as a discrete assignment. Portfolios document change and provide a space for revision on the learning process, not just the completion of tasks or mastery of concepts. This project will entail interviews with graduate students who participated in a course that used portfolios as an alternative assessment technique. The aim of the project is to better understand how portfolios might be used in graduate coursework, and what students felt about their experiences with these.
Research Questions
- What are graduate students’ understandings of the practical value of portfolio assessments for their academic and professional development?
- What are graduate students’ understandings of the viability of portfolio assessments in graduate school?
- How do graduate students’ experience the construction of learning portfolios in a traditionally graded system?