Steps for Using Portfolios

Here is a suggested outline for using portfolios with adult learners:

1. Discuss the use of portfolios with learners.
   • Describe the relative benefits of process and product portfolios.
   • Talk about the process of using portfolios.
   • Make it clear that the learners will have control over their own portfolios.
2. Have individual learners collect their work in a file folder, binder, or other storage system.
   • Make sure that all learner portfolios are kept in a safe place. Portfolios are confidential, private documents and should not be in a place where others can look through them.
   • As learners add items to their portfolios, ask them to reflect on each item and either write down or say something positive about the item and how it shows that they are working towards their goals.
3. Set aside regular class or tutoring time to review the portfolios with individual learners.
4. Review and reflect on the portfolios.
   • Teach learners how to conduct self-evaluations or self-assessments.
   • Hold conferences with every learner. Prepare a list of questions that ask the learner to reflect on what has been learned. Ask the learner to choose samples of work as evidence of progress toward learning goals.
   • Ask the learners to talk about his or her "best" examples of work.
   • Ask the learner to identify his or her learning strengths and areas for improvement, based on the evidence in the portfolio.
5. Ask learners to organize their portfolios from the first work samples to the most recent, in order to demonstrate progress toward reaching their goals.
6. Together with each learner, decide on the next learning goals based on what has been discussed about the portfolio thus far.

Contents of a Portfolio

In addition to work done by the learner, portfolios contain other external evidence of the learners' progress, such as formal tests. Whatever goes into the portfolios should directly relate to the learning goals that learners have set for themselves.

The following list of materials that could be included in a portfolio is not meant to be exhaustive. Instructors, tutors, and learners are encouraged to use their creativity when deciding what to include in a portfolio.

• table of contents or summary sheet
• goal-setting checklists or goal statements
• skills checklists
• dated work samples
• self-evaluations and personal reflections
• notes
• journal entries
• oral retellings on tape
• projects
• video or audio cassettes of a learner demonstrating particular skills
• rubrics
• logs
• inventories
• notes based on portfolio assessment conferences between the learner and the instructor or tutor
• photos of learner accomplishments (e.g., a craft produced, a correct weld)