on the importance of communication
The questions that Rich cites from HLC are valid questions, but as Tim and others have pointed out, they do not really answer those questions. They do, however, recognize the fact that students' input is needed and necessary. I also think that we DO, indeed, need to consider the desires and goals of administrators, but as Liza points out, the goals of SOME adminstrators conflict with the goals of teachers and "workers" who will/would be involved in the direct assessment of the portfolios in whatever capacity they are used. Also, Liza brings up the issue of "basic writing" and how those programs may be affected/effected. It seems as if, as I come near the end of this whole thing, that the most beneficial thing any teacher/adminstrator could do is communicate to each of the communities effectively. I hate that this sounds like a Montel Williams show, but it is necessary that these groups/communities arrange time to communicate/talk/hash out goals/ideas/ and curriculum/department/program consequences that may develop as a result of some sort of implemented portfolio requirement/program. Chapter 5 raises these issues/questions/problems to facilitate further research. Maybe this is something we all might want to consider for a strand of this at C&W 2001. (Carl, didn't you mention getting together for something of this nature?)