Elbow and Belanoff reflects on their use of portfolio to assess students’ proficiency in FYC.
E&B talk about how there are multiple stakeholders in this kind of assessment beyond the individual student: the teacher of the FYC class and other “judges” who offer a simple binary evaluations on the portfolio (pass/fail). These roles are interesting particularly because the judge’s role is not to offer assessment for learning, but simply to give a grade. The teacher’s role is to either accept or deny this judgement and to offer help to the student. What I found interesting, was the emphasis on collaboration–E&B mention how this collaboration is the central advantage to this kind of assessment.
They discuss how the students’ focus on the “likes” and “wants” of the teacher is de-emphasized because the evaluation is distributed across multiple stakeholders. The “likes/wants” of the teacher are now in dialog with other collaborators and an evaluation is made by a community of readers than one individual to another individual.