Evaluation + portfolio guidelines
|Give your prof your completed portfolio and polished self-eval at least two working days before your scheduled conference. For fall quarter, I would like to get your portfolios by 5 pm Thursday 12 Dec.|
|First, assemble your PORTFOLIO.
portfolio is your summary of your learning in this program. It should include
all your required written work this quarter, organized and annotated in
a way that is easy to read.
* Organize your work in sections. Tab and label each section.
* Review each section. Find one or two pieces of work that you want to emphasize. Tab and label them separately.
* Write a paragraph about each section. (Details below.) Once you write these paragraphs, your self-eval will be relatively easy.
Make a table of contents and a cover page summarizing what's included,
|PARAGRAPHS: This is a crucial
first step in your evidence-based self-reflection.
* Write a paragraph for each section of your portfolio. It should be the first thing your reader sees when they turn to that section. Discuss:
* What is included? What does it demonstrate about your learning, specifically? Discuss the one or two pieces you tabbed and show how they give evidence of the claims you make about your learning.
* Then combine the paragraphs and you have a first draft of your self-evaluation.
is an important chapter in your intellectual history at Evergreen. Your
self-evaluation should synthesize your learning experiences in this program,
and show your progress with one or two concrete examples. After combining
your paragraphs above into a draft self-eval,
edit it to focus on concise insights about your growth and learning. In
addition to claiming new understanding, choose a concrete example to demonstrate
your understanding concisely and vividly. Edit your self-eval down to a
couple of concise paragraphs, based on the evidence in your portfolio.
Please spell-check and proofread carefully! You want your self-eval to represent you fairly and well. Have your class teammates and APEL proofread your self-eval, then edit it again. Sleep on it before you polish it with one more edit.
Put two copies of your self-eval in your portfolio, right in front. These need not be on the official form! One is for you to keep, and the other the prof will keep. After your eval conference (where your prof might suggest changes), put your final eval on the official form (available in the computer centers) and give a copy to the program secretary for inclusion in your official record.
You will read your professor's evaluation of your work, and she will read your evaluation of your own work. Then you will give your professor a tour through your nicely organized portfolio, using tabs to find the specific pieces of work you chose to illustrate your growth this quarter. Based on this evidence, your prof might edit her eval of your work. Be sure to have a classmate read through your materials beforehand and give you feedback on clarity, completeness, and effectivess in illustrating your academic progress.
Did they come to every triad meeting?
Did they come prepared, having read everything and taken notes?
Were they reliable contributors to your group work, for example, articulating and posting 3 key points and 3 significant questions about each week's readings?
Did they give you thoughtful feedback on your seminar responses and essays verbally, on Web-X, and in writing?
Did you work together effectively to prepare for seminar, facilitate, improve your writing, and deepen your understanding of the program material?
Write a few sentences about each teammate. Be honest and fair.
Faculty members can contribute to your learning experience in lectures, workshops, conversations, seminars, and more. How did your profs contribute to your learning? Comment on your own personal experiences with each faculty member (not on your perceptions of your classmates' perceptions). Give your faculty evals to the program secretary on the day of your eval conference. Write an evaluation of your seminar faculty member every quarter. Write an evaluation of any faculty members that will not be in the program next quarter. Write evals of all your faculty if you are leaving the program. All faculty members welcome your evals, even if you were never in their seminar group. How did they help you in workshops, in the library or CAL, or in lab or other activities? Constructive suggestions about what works better or less well will help us decide how to guide future programs. Anonymous evals carry little weight. You may find APEL's guidelines on writing faculty evals useful, and you might also refer to the expectations in the program covenant.
|WHAT? Fill out your checklist
of assignments completed (templates for Physical Systems and Seminar) and
* your complete and nicely organized portfolio, with
* polished cover paragraphs for each section
* two polished hardcopies of your self-eval (need not be on the official form first quarter, unless you are exiting the program)
* two hardcopies of your eval of each triad member (on separate pages - no official forms required)
* an eval of each professor (to be given to the program secretary, who will deliver them to us after we finish writing your evals)
|WHEN? Click here for actual Schedules. Be sure to arrive 5 minutes early. If you come late, we have than much less time together. Please come to Zita's door when you arrive to let us know you're here, in case the previous conference is running late.|
|WHERE? In Dr. Zita's office: Lab II Rm 2272 (the northwest hallway).|
You should be able to refer to your portfolio years from now and get
a clear recollection of the most important aspects of your learning this
quarter. A stranger (for example, a grad school admissions officer or a
potential employer) should be able to browse your portfolio and, from your
presentation of your
In a developmental portfolio, you might contrast weaker earlier work with stronger later work to show how your understanding has grown. For example, you could rewrite a weak paper and then write a brief discussion of how you improved your initial work. Concreteness strengthens your portfolio and helps your reader focus. If you say you have an especially good understanding of the role of complementarity in human efforts to make meaning, for example, illustrate your conceptual understanding with a concrete case from your own experience, and explain it in your own words.
|APEL WORKSHOPS: Academic Planning has good workshops on portfolios and self-eval every quarter. We strongly encourage you to attend. Bring your materials if you can.|
SECTIONS: a typical portfolio for Matter and Motion would include sections such as:
Program description and schedule
Seminar responses and preparation
Physics and chemistry workshops/explorations
Formal lab writeups
Homework (separate sections for physics, chemistry, calculus)
lecture notes, if you wish