Using a Formative Program Portfolio to Enhance Graduate School Psychology Programs

Abstract

This article examines the implementation of a program portfolio in a graduate program in school psychology. This effort had two broad goals: (a) to diversify the assessment of student outcomes and (b) to enhance students’ ability to reflect on their graduate professional education and how their experiences, both intellectual and practical, have shaped their professional evolution. The portfolio process described in this article was influenced by the work of Donald Schon on the reflective practitioner and the notion that professional knowledge and practice is enhanced by making what is tacit, explicit. Connecting students with the broader standards of the profession and guiding them in the selection of supporting documentation related to these standards were major concerns in developing the assessment model described. Incorporating the standards set by the National Association of School Psychologists (NASP), the program portfolio was designed to facilitate this process of reflective professional development. Ultimately, the portfolio served to strengthen the graduate program while developing students’ higher level thinking skills and critical evaluation of their skill development. Student response to the process is incorporated in the discussion.