Supporting Open Source Software for Education
Assessment and Accreditation portfolios are generally derived from Teaching and Learning portfolios and are used to assess the efficacy of a given instructional program or objective. In an age of accountability measures applied to education, this type of portfolio is steadily growing in use.
Assessment and accreditation portfolios tend to include quantitative measures of student performance gauged against a set of learning outcomes that have been identified by an instructor, program, department or institution. By using reports that aggregate and analyze data surrounding student learning in relation to a predefined set of educational outcomes, these types of portfolios provide a rich source of information about the actual results of the teaching and learning process and can therefore help institutions align their institutional practice with their stated institutional mission or goals.
Institutions may present this data along with representative artifacts to demonstrate their progress in fostering learning in accordance with their goals. The results of assessment portfolios are thus a valuable resource for the accreditation process.
Portfolios for assessment and accreditation generally focus on the acquisition of assessment data for purposes of accreditation or program assessment, are usually combined with portfolios for teaching and learning, and generate reports to aggregate and analyze assessment data and identify representative artifacts of learning.
Some examples of assessment and accreditation portfolios include:
| Sample | Synopsis | Icon |
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| Kapiolani Community College General Education Portfolio |
The Teaching and Learning portfolio depicted here was initially designed by Kapiolani Community College for use in their General Education program. The goals of the portfolio were to: Assess student learning according to general education standards, promote the use of general education in disciplinary programs, and support ongoing educational processes. Students and faculty in the General Education community participated along with a few other disciplinary groups. |
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| Rider University Chronological Resume |
The personal representation portfolio depicted here is an example of a chronological resume, developed by the Career Services Office at Rider University (New Jersey). The purpose of the portfolio was to provide students with a structured environment to build an online resume. The focus of this portfolio is developmental as it seeks to guide students in collecting information about themselves and managing the representation of their virtual identities. |
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| Rhode Island Electronic Portfolio System (RIEPS) |
The Assessment and Accreditation portfolio depicted here was initially designed by the Rhode Island Department of Education and the Rhode Island Network for Technology. The primary goal of the portfolio is to collect and display portfolio-worthy assignments completed by students in 25 high schools throughout the state of Rhode Island. |
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