This article advocates student learning portfolios as an effective assessment
technique and explains how instructors and administrators can devise a
process that involves community partners in assessing student performance.
Having community experts judge a student portfolio contest helps faculty
identify standards for success that can inform decision making about course
content and program offerings. The article discusses how to gain and sustain
community involvement in program assessment and describes how portfolio
assessment led to the creation of a technical and business writing advisory
board at an urban university.
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