Panel E.6; Portfolio and Assessment Strategies: Putting New Media to Work

SLC 251
Moderator: Carrie Lamanna, Colorado State University

Speaker #1, “Assessment of New Media Composition”; Michael Neal, Florida State University

Three approaches: (came in late and was getting ready during this)
-Apply old print assessment
-Not doing it at all
-Go beyond “waiting to see what they do”, try to develop consistent guidelines, be evaluate, descriptive, and informative, but it can be hard due to the large range of student work

Shows some examples of student work

He creates a scoring guide:
-Holistic Elements
-Targeted elements

We should try to comment on larger rhetorical picture

Evaluation should acknowledge the media sophistication

Measuring Change, Spreading Reflective Process”; Michael Day, Northern Illinois University
URL: (his slides cover a lot, I tried not to do much overlapping with them)

Describes his own program

Nice list of “Why Electronic Portfolios” on website

Talks about the development of his program and changes

More congeniality and discussion with the revised portfolio assessment after pilot project

Students good about talking about invention, but not so good about showing it in the e-portfolios (better in prints as they can show drafts), similar for revision.

Do check out his website w/ great notes on what he covered

Ends w/ questions for us

Speaker #3, “E-Portfolio Alternatives, Blogs, and Academic Showcases”; Brittany Cottrill, Bowling Green State University

Not here, paper read by other

Electronic portfolios are being used as one way to asses new media projects


  • Create an inviting environment for portfolios
  • Allow more control (public, private, and password protected)
  • Allow more design control
  • Give a level of agency


  • Was the lack of interest in portfolios a general lack or was it the electronic aspect: It was the electronic aspects—moving the print portfolio that is a program requirement online.
  • Question on assessing the process of writing: Hard to show in portfolios, students may talk about it and their teachers may get it as they were witnesses, but the higher level don’t get it, as they were not witnesses.
  • Value of writing constructed by readers and can change over time. So we must construct what we mean as value in our classes and our assessments of value in that context.

Something to say?