Bristol Community College

Bristol Community College
http://bristolcc.edu/

Portfolio Evaluation Process

  1. General Procedures on Assessment Day
    1. Please include one set of assignments with each set of portfolios.
    2. Consider highlighting relevant/critical instructions within these assignments for ease of assessment/reading.
    3. Feel free to add clarifying remarks on the assignments themselves, additional information for readers.
    4. Please include three copies of the course roster, with student ID#s, with each set of portfolios.
    5. You will receive a schedule telling you which portfolios you’ll need to read and with whom you will be consulting.
    6. When you finish with one class worth of portfolios return it to the main meeting room, but keep the roster. (The second reader will pick it up from there and fill out the second roster.)
  2. Reading and Assessing Portfolios Individually
    1. Review portfolios holistically.
    2. A portfolio can’t fail based on one entry alone, even the paper that incorporates research.
    3. Don’t get bogged down when reading.
    4. Keep in mind the assessment rubrics for ENG 090 and ENG 101.
    5. Be "aware" when switching from a set of ENG 090 portfolios to a set of ENG 101 portfolios, and vice-versa.
    6. As you read the portfolios, you should mark "pass," "fail," or "pass with distinction" on one of the rosters included with the bundle.
    7. If you suspect a portfolio contains plagiarized materials, assess the work regardless. Offer the instructor a collegial note (including an indication on the class roster) that alerts her/him to the issue. The instructor can then decide how best to deal with the issue.
  3. Settling on Scores
    1. After both of you have read the portfolios, you should meet to compare and settle on scores. (Only portfolios which both readers individually deemed "pass with distinction" will earn that score.).
    2. Have efficient discussions with your reading partners. Consider beginning with "What do you have for fails?" to streamline the process.
    3. When you settle on a score, write the final scores ("P,""F," or "Pw/D") on the third roster.
    4. If you deem a portfolio "failing," select and document areas of improvement for no more than two pieces of writing from that portfolio for the student to revise or rewrite.
    5. Writing issues identified on assessment sheets should be systemic in nature, exhibited within at least two of the papers in the portfolio.
    6. When filling out assessment sheets, be as specific as possible in terms of the revision goals. This helps the tutoring process greatly.
    7. If you are unable to settle on a score, you may ask the chair to find a third reader to make the determination.
  4. Post-Assessment Process
    1. When an entire section of portfolios has been scored, return it, along with the final roster, to the main meeting room for the instructor to pick up.
    2. The chair will copy the roster and the evaluation sheets that receive a "fail." The chair will keep one copy and the instructor will get the originals.
    3. At the final exam period for your course (or before), you should return portfolios to your students and explain to any that fail that they have a right to appeal the decision. Otherwise, they’ll be receiving a letter from the committee chair telling them how they will go about making revision with free tutorial support so that their portfolios may be reassessed as soon as possible.
    4. After you calculate your final grades, fill out an Incomplete Grade Report for any student who is receiving a passing grade, but whose portfolio failed, and give it to the committee chair.
    5. The chair will pass a copy of this form on to the Dean of Humanities and Education, follow up with the student, and compile and distribute aggregate pass rates for the semester.

Note: When reassessing portfolios, the process is similar except that when you reassess a revised portfolio, reassess only the issues cited by the original readers. Problems not identified previously will not be cited as grounds for upholding a ‘fail’ upon reassessment as long as the integrity of the original paper and the appropriateness to its assignment is evident.