Reflections

1
Reflections

• Tips for Students
• http//jonathan.mueller.faculty.noctrl.edu/toolbox
  /portfolios.htm

2
students are typically asked to

• comment on why specific samples were selected or
• comment on what they liked and did not like in
  the samples or
• comment on or identify the processes involved in
  developing specific products or performances or
• describe and point to examples of how specific
  skills or knowledge improved (or did not) or
• identify strengths and weaknesses in samples of
  work or
• set goals for themselves corresponding to the
  strengths and weaknesses or
• identify strategies for reaching those goals or
• assess their past and current self-efficacy for a
  task or skill or
• complete a checklist or survey about their work
  or
• some combination of the above

3
FOR WHOM, FOR WHAT?

• As Paulson, Paulson and Meyer (1991) stated, "The
  portfolio is something that is done by the
  student, not to the student."
• Most importantly, it is something done for the
  student.
• The student needs to be directly involved in each
  phase of the portfolio development to learn the
  most from it, and the reflection phase holds the
  most promise for promoting student growth.