Using Portfolios of Student Work in Instruction and Assessment

By Judith A. Arter, Vicki Spandel. 2005

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Students’ approaches to learning and assessment preferences in a portfolio-based learning environment (2008, unknown): “assessment. Characteristics of portfolio assessment (for example, metacognition (Birenbaum 1996) and student involvement ( Arter and Spandel 1992 )) were assumed to be in line with a deep approach to learning, so these results were expected.”
Portfolios for learning, assessment and professional development in higher education (2006, background): “Definitions of portfolios emphasize the collection of work which includes a reflective commentary (Arter & Spandel, 1992 ; Forster & Masters, 1996 ; Baume, 2001 ).”
Learning, Beliefs, and Products: Students' Perspectives with Project-Based Learning. (2011, background): “Arter and Spandel (1992) have described portfolios as “a purposeful collection of student work that exhibits to the student (and to others) the student’s efforts, progress or achievement in (a) given area(s)” (p.”