Using Student Portfolios as Authentic Assessment of the Basic Communication Course
Abstract
This study examined whether or not the use of student portfolios in a basic communication course at a large Midwestern university was an effective, authentic tool for course assessment. The authors conducted an in-depth analysis of 20 student portfolios to develop a method of assessment and to determine the extent to which portfolios provide evidence that course goals are being met. They determined that certain goals are more easily assessed than others and that student portfolios provide a multifaceted look at student performance, experience, and reflection that may reveal patterns of effectiveness and/or areas for improvement across multiple sections of a course.
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