An individual portfolio is including the summary and reflection of previous work and learning processes. To make these accessible for has Zubizarreta (ibid., 2009: p.22) defines seven categories of portfolio contents. He is still remembered that the contents vary from paper-pen-portfolios and electronic portfolios.
However, the following criteria represent a good overview of the possible content:
first Reflections on Learning (reflective narrative [s] on philosophy of learning, meaning of learning, value of learning, value of learning, learning process, learning style)
second Achievements in Learning (transcripts, course descriptions, résumés, honors, awards, internships, tutoring)
3. Evidence of Learning, or Outcomes (research papers, critical essays, field experience logs, creative displays/performances, date/spreadsheet, analyses, course Listserv entries, lab reports)
4. Assessment of Learning (instructor feedback, course test scores, exit/board exams, lab/data reviews, research project results, practicum reports)
5. Relevance of Learning (practical applications, leadership experiences, relation of learning to personal and professional domains, ethical/moral growth, affiliations, hobbies, volunteering, affective value of learning)
6th Learning Goals (plans to enhance, connect, and apply learning, response to feedback, career ambitions)
7th Appendixes (selected documentation)
The challenge for each portfolio owner this is to develop its own strategy to open up the contents and their connections to each other. Exactly in this process of reflection provides Zubizarreta opportunities for improving individual learning.
Source: Zubizarreta, Jahn (2009): The Learning Portfolio. Reflective Practice for Improving Student Learning . San Francisco: Jossey-Bass.
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