ABSTRACT
In 1999, Alverno College, an undergraduate women's college of liberal arts and professional studies, introduced a Diagnostic Digital Portfolio as a tool to support all students in the critical work of understanding and building on their own learning. In reflective writing in which students examine multiple assessed performances and analyze patterns of learning, the college's faculty and researchers have worked to understand and describe this process of student construction, including what different characteristics of the reflections imply for teaching practices. Most recently, researchers have completed an NSF-funded project using the Digital Diagnostic Portfolios (DDP) in the study of problem solving and analysis in science, technology, and math (STM) that extends an understanding of the interactions between technology, self-assessment and reflection, and curriculum. Student quotes have been edited for clarity and confidentiality and are used with the students’ permission.
