Reflections

Tips for Students

http://jonathan.mueller.faculty.noctrl.edu/toolbox/portfolios.htm

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

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.