RETREAT EES TDR AT SY ES PN AO A 2 RT TIP

together to fine tune the reports before placing them in
the portfolios. The goal was to produce reports that
were professional in both content and form.

Finally, I requested several individual projects be
completed and included in the portfolio: a memo to
the vice president of marketing critiquing a
competitor’s marketing strategy, a memo to a potential
client developing a pricing strategy for a service
organization, a sales letter to a defined target market
promoting a magazine subscription, and a letter to a
customer recommending a media schedule.

As we covered the corresponding text chapters, I
used these projects as demonstration devices. For
example, we discussed pricing methods in class before
they worked at home developing a strategy to put in
the memo. I provided samples of the memos and
letters they were to be writing. Again, students submit-
ted drafts for me to edit. I pointed out how to increase
readability, use marketing terminology effectively, and
write concisely. When each student believed that a
final form was achieved, the work went into the
portfolio.

Students submitted portfolios for grading during the
last week of the term. I requested drafts be included to
assist in evaluation. I envisioned the student's portfo-
lio to be the showpiece of the course.

Reactions

I found it difficult to “let go” of exams, but I was
very impressed with the significant body of quality
work students had produced in their portfolios. I was
able to look at their work as a whole and see how
effectively they had integrated course content, writing
skills, decision-making skills, and group skills.

. These projects truly demonstrated what the student
had learned about the subject. As I was able to evalu-
ate growth in knowledge over time, the grading
process was fairer because it was a more accurate
measure of actual performance in the course.

In spite of the extra work of editing and holding
conferences, the portfolios had many advantages from
a teacher’s perspective. By giving students more
control (via groups and opportunities to rewrite), they
were more committed to the projects, assessed their
own work, and performed more effectively. All stu-
dents became active learners. I had more chances to
provide meaningful feedback. Students read and acted
on the feedback because they wanted to improve their
work and earn a higher grade. My classroom was an
enjoyable place to be, as there was the sense of commu-
nity within the groups that develops when individuals
work toward a common goal. I became a partner in my
students’ learning.

This is not to say that problems did not exist; these
were challenging tasks for community college students.
Many underprepared students were unable to meet
project criteria. Some were unwilling or unable to
commit the amount of time the work required. As the
portfolios were not due until the end of the term, many
students procrastinated and experienced a time crunch
at the end of the term. Sometimes they revealed
inadequate preparation by a lack of cooperation in
group work; often, they directed their frustration at me.

Although there were some student complaints,
ranging from “the whole thing was too much work” to
personality conflicts within groups, students seemed
satisfied overall with the outcomes of the course. Most
were justifiably proud of their accomplishments, as
demonstrated by their portfolios. One student used
her portfolio during a transfer interview and received
credit for the course in transfer. A number of students
submitted portfolios at job and internship interviews.

But the most common reaction was the sense of
control and ownership the students found in the course
through this grading mechanism. They determined
when the product was ready for “the marketplace,”
and they experienced the amount of work that is often
necessary to achieve a project goal.

Me oMe aM
~~ “we ~

As a result of this experience, I have refined the
process. Now, I provide sample portfolios and specific
evaluation criteria in written form, invite former
students to discuss the course with current students,
and review portfolios in individual conferences at mid-
term. Group leaders must now provide weekly
progress reports.

This method of evaluation is the best way I have
found to achieve my original goals for students: have
an active group experience, improve business writing
skills, and demonstrate knowledge of marketing
principles.

Patricia G. Laidler, Instructor, Business Administration
For further information, contact the author at Massasoit

Community College, One Massasoit Boulevard,
Brockton, MA 02402.

 

Suanne D. Roueche, Editor

January 27, 1995, Vol. XVII, No. 2

© The University of Texas at Austin, 1995
Further duplication is permitted by MEMBER
institutions for their own personnel.

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),
Department of Educational Administration, College of Education, EDB 348, The University of Texas at Austin, Austin, Texas
78712, (512) 471-7545. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. Issued
weekly when classes are in session during fall and spring terms. ISSN 0199-106X.