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A. M. OLDHAM, Dept. of Food Science & Human Nutrition, Iowa State Univ., 220-D MacKay Hall, Ames, IA 50011-1120 Student portfolios can serve as direct measures of student learning outcomes while providing a collection of student artifacts and reflection statements. Involving students in the outcomes assessment process through portfolio development also directly benefits the student by encouraging ownership of learning, reflection on self-learning, and development of life-long, continuous learning abilities. An essential component of the portfolio is the reflection on learning. Without reflection statements, the portfolio is just a collection of items, and guided reflection questions can assist students in formulating reflective statements. Reflection assists students in self-assessment of work as well as the ability to explain to others who might view the portfolio the context of the creation of the artifact, the rationale for inclusion, key points of learning, and identified areas for future learning. Through reflection on learning and identification of when and to what level learning outcomes have been met, students can readily self-assess areas of strength and areas to focus on for further development. This process emphasizes self-assessment for continuous learning, which is vital for individuals working within the profession. Students in the Food Science and Human Nutrition Department at Iowa State University have been involved in the portfolio development process, creating hard-copy binder-style portfolios and/or electronic portfolios. A well-developed educational portfolio can serve as an outcomes assessment measure for the department and also be revised by the student to be used as a career portfolio during the interview and job search process. This session will discuss how portfolio development was implemented for food science students as well as show samples of student portfolios.
Session 21, Assessment continued
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