Portfolio assessment was introduced as a pilot assignment during a senior-level departmental capstone course in winter quarters 1994 and 1995. Student and instructor response was very positive toward the development of a portfolio. The portfolio process encouraged students to continually improve the materials to be included in their portfolios, to select the materials that best documented their accomplishments and achievements, and to develop competence in self and peer assessment. This paper describes the requirements for the capstone course, student and faculty perspectives toward the portfolio assignment, and recommendations for improving the process.
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