Abstract
Engineering education in the 1990's is experiencing newfound growth in the implementation of creative classroom teaching and learning techniques. One such technique is the application of portfolio theory to classroom assessment. This approach empowers students to use self reflection and assessment to develop personal portfolios of their semester work and knowledge gained. Portfolio tools used in the course include journaling, electronic mail dialogue, collaborative learning exercises and projects, and research papers. These tools are used to minimize emphasis on traditional numeric grading while encouraging critical thinking and collaborative learning. This paper defines the portfolio assessment method, discusses reasons for using the technique, and describes the course format and the portfolio framework that was implemented. Additionally, student responses and lessons learned are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 1369-1372 |
| Number of pages | 4 |
| Journal | ASEE Annual Conference Proceedings |
| Volume | 1 |
| State | Published - 1995 |
| Event | Proceedings of the 1995 Annual ASEE Conference. Part 1 (of 2) - Anaheim, CA, USA Duration: 25 Jun 1995 → 28 Jun 1995 |