DPI Documents

College of Menominee Nation
Student Portfolios

The College of Menominee Nation also assesses students through student portfolios which are developmental, multiple, and measurable over time (PI 34.13, (b)). The general education portfolios are assessed by the faculty teaching the EDU 295 Student Portfolio and other faculty chosen from the various programs. The portfolios demonstrate accomplishment of general education objectives and program outcomes. The Student Portfolio presentations are assessed by all faculty in attendance according to the artifacts presented and the relationship of the learning to the mission of the College of Menominee Nation. Major aspects of the assessment include:

•General Education artifacts and reflections,

•Program outcomes, artifacts, and reflections,


•Career aspirations essay,

•Certificates and letters of commendation,

The entrance into teacher education portfolios are assessed by the two faculty members and a board member who interview the prospective teacher education student. Points of assessment include:

•Essay on becoming a teacher (Teaching Philosophy);

•PPST scores;

•Artifacts for EDU 250, HUD 210, EDU 237;

•Transcript (GPA of 2.75 or better) and COM 100 Oral Communications (grade B or better);

•Letters of recommendation;

•Field experience cooperating teacher evaluations/hours (DPI 34.14 1, (a)).

The Pre-student Teaching Portfolio (Wisconsin Ten Standards for Teacher Preparation and Licensure) is evaluated by at least two faculty members. The reflections on the artifacts or lesson plans, student work, assessments must indicate how the student demonstrates proficiency in the chosen standard. The cooperating teachers’ field experience evaluations are considered, and an updated philosophy of education is also required. Faculty members look for the five CMN teaching dispositions-- Caring, Collaborative, Reflective, Respectful and Risk-taking-- and corresponding Wisconsin Teacher preparation standards in the reflection and philosophy.

The student teaching portfolio is assessed for professional data, e.g., transcript, Praxis II scores, resume, letters of recommendation, evidence of proficiency in the ten standards shown in the thematic unit, lesson plans and analysis of learning, inclusion of pupil work, digital recording of a lesson, evaluations of cooperating teachers, and letters of recommendation. A chart indicating the rubrics used to assess the three portfolios is found in Appendix A.