Portfolio Development Competencies

These competencies are presented as an addition to accepted teaching standards or content standards for students.

Below are the competencies that are

Teacher Competencies

Model all of student competencies PLUS:

Articulate the difference between assessment OF learning and assessment FOR learning

Implement classroom-based assessment FOR learning strategies

Provide specific and detailed feedback to learners about their learning

Support student reflection through modeling and research-based practices

Create an environment that facilitates students' deep learning

Student Competencies

Collect evidence of learning

Select specific evidence the demonstrates a particular outcome, goal or standard

Reflect metacognitively on learning represented in evidence, making a case that the artifacts constitute evidence of achievement

Make connections in their learning

Set goals for future learning



Deep Learning versus Surface Learning*
Attributes of Deep Learning Attributes of Surface Learning
Learners relate ideas to previous knowledge and experience. Learners treat the course as untelated bits of knowledge.
Learners look for patterns and unrelated principles. Learners memorize facts and carry out procedures routinely.
Learners check evidence and relate it to conclusions. Learners find difficulty in making sense of new ideas presented.
Learners examine logic and argument cautiously and critically. Learners see little value or meaning in either courses or tasks.
Learners are aware of the understanding that develops while learning. Learners study without reflecting on either purpose of strategy.
Learners become interested in the course content. Learners feel undue pressure and worry about work.
*Source: adapted from Entwistle, 2001, quoted in Weigel, V.B. (2001) Deep Learning for a Digital Age: Technology's Untapped Potential to Enrich Higher Education. Jossey-Bass, p.6

©2004, Helen C. Barrett, Ph.D. updated August 21, 2004