Instructions for Psy 361 Portfolio
Do NOT print until the semester begins. Subject to change.
This entire section is the instructions for your various portfolio segments through the whole semester. I’ve broken it into steps for you so you don’t get overwhelmed. Just follow the schedule of assignments and you’ll be fine. Look over these soon so you know what you are working toward. Here you will find:
•	General Instructions for the Portfolio. 
•	Evaluation Considerations and Grading Sheet. 
•	Parts of the Portfolio. See this section for links to more details on each part. The major part is the Test Creation Project, sometimes referred to as the Group Project. 
As you complete each part of the portfolio, add it to your folder and then at the end of the term you assemble it according to the General Instructions. 
Business and leaders rely on strategic planning which is reflection and review. The portfolio task encourages you to do just that--reflect and review. Coasting will bring few, if any, rewards because a higher level of thinking is required to comprehend psychological tests and measurement. 
All the tasks are honestly easier with thought on the front end. The absence of thought makes them all harder. Weird I know, but that is the nature of this material.

General Instructions for the Portfolio
Objective: By gathering all the various activities completed over the term into one product the student will 
•	develop an understanding of his/her learning process and achievements as well as 
•	understand the integrative nature and precision required in psychological measurement. 
Each student will prepare his or her own portfolio. It will consist of a variety of activities which you will complete during the semester. Most of it will be finished before Spring Break. For an outline of the contents see the section called "Parts of the Portfolio." Check other links at the course web site for helpful information on the various tasks. 
Grading Overview
Most items will be scored as I have you do them.
1.	For some I use a letter scale so you know the quality of that particular product. For example, the papers regarding your development of a psychological measure. These are marked with "Ltr" on the outline below. 

2.	Some parts of the portfolio are graded on a Presence/Not Present (did you turn it in and seem to have sincerely tried or did you not). P/N parts are marked with P/N on the outline of parts below. For example, one P/N section is questionnaires that I think might be fun or interesting for you to complete. I will look at these only to see that you have completed them. I don’t read your answers. They also illustrate various types of questionnaires and may be useful in designing your own questionnaire. Sometimes they serve as examples of things to avoid doing. 

3.	Your final grade will come from your total portfolio using the guidelines and scoring rubric located here at the beginning of this set of material. Overall performance will be considered. Students will benefit by comparing their work to other students. Be aware that taking all the pieces you have produced over the term and putting them into an organized format takes more time than most people expect. Set aside sufficient time for technology glitches and all the little hassles that crop up. I provide many types of on-line assistance (e.g., links, examples). 
Please meet with me and show me drafts of any requirement if you have concerns or questions. 
1.	Thoroughness in coverage is necessary for an average grade.
2.	but thoughtfulness is needed to be above average. 
3.	Creativity tilts a border grade in a positive direction but is ineffective if thoroughness and thoughtfulness are absent. 

Total Portfolio Evaluation Considerations and Grading Sheet
Evaluation Considerations
A Outstanding work in all areas. Shows excellent depth of thought and understanding of concepts from readings and class. Demonstrates clear ability to integrate a wide variety of concepts and theories. Excellent organization of the portfolio.
B Good work in all areas, with excellent work in some areas. Shows thought and understanding of concepts from readings and class. Demonstrates ability to integrate some concepts and theories. Good organization of portfolio.
C One or more areas need additional work to reflect quality. Demonstrates use of some of course concepts and readings with little integration. Good to poor organization of portfolio. Ordinary work relative to classmates.
D Portfolio is missing any key required component. No integration of course concepts. Poor organization of portfolio. 
Notice!! All else may be excellent-- but if you are missing a key part the grade is a D. You need to turn in all the parts, even if you are so late you don't get a grade on it. 
Grading Sheet is available on Course Website under Assignments...Directions for Portfolio...Grading Sheet for Portfolio

Parts of the Portfolio
Although you will do your portfolio tasks in various orders, the final step is to assemble your portfolio pieces in the following order: More details about how to do them follow. 
A. Title Page and Table of Contents 
B. Personal Information Page. P/N. – Tell me about yourself. Save a copy. This is the only thing I don’t return to you.
C. Metaphors Assessment P/N. --It must be the email reply that I wrote comments in to show you had it to me in time. 
D. Exam Question P/N – Make up a multiple choice exam question for one test.
E. Web Page P/N – answer some questions on your Blackboard Student Page
F. Case Questionnaires P/N –show you tried to respond to the cases.
G. Other Portfolio Assignments or Additions (if any) 
H. Test Creation Project: Creating and Evaluating a Psychological Measure
1.	Phase 1: Creating the Measure Ltr 
2.	Phase 1: Worksheet for Measure Ltr 
3.	Test Creation Project Grade Sheet is available on Course Website under Assignments...Directions for Portfolio...Grading Sheet for Project 
4.	Phase 2: Evaluation of Measure Ltr 
I. Various questionnaires P/N – complete web examples of the various types of tests we’ll examine. Links provided.
J. Summary Ltr – review your portfolio and write a paper on your learning. 
K. Bibliography (if needed, e.g., you quote the textbook)

Title Page and Table of Contents
Objectives: 
•	To provide the reader with an overview of your document and enable easy location of various elements. 
•	Also, to encourage the author (that's you) to identify general organizing principles. 
Include a title page and table of contents for your portfolio. They should be pleasing to the eye.
Title Page: Include 
•	a descriptive title for your portfolio, 
•	your name, 
•	the date, 
•	the class name and section identifier, and 
•	Western Kentucky University. 
•	No need to put my name on it. It's your work. 
Table of Contents: The page numbers for this can be really annoying to do. I recommend you do it last, once your organizing is final. Put page numbers on each page of your portfolio—you may write them in by hand on each original. Type them into your Table of Contents.
By the way, I don't want you retyping work you've already done--for example, if you write in ink or pencil on the case questionnaires, just turn them in that way.
Binding needs to be something sturdy-- e.g., 3 ring binder. A staple is not strong enough. I hate paper clips (see syllabus.) Please do NOT use those plastic covers for your product. I'll just throw them away. (They make the stack of papers fall over and they never hold the materials together). 

Personal Information Page
Objectives: 
•	To provide the instructor with your contact information/computer information as an aid to helping you. 
•	To provide the instructor with some background information about your needs. 
•	To encourage you to set goals and reflect on your own learning style. 
•	To serve as an example of an objective assessment in contrast to the subjective assessment of the Metaphor task (below). 
Instructions available first week of term under Assignments. Keep a copy for your portfolio. This is the one assignment I don't return. 

Metaphors Assessment 
Objective: 
•	To encourage you to think about your assumptions with regard to tests. 
•	To demonstrate a subjective form of assessment in contrast to the objective form of the PIP. 
•	To encourage you to see how much variation can occur among humans and also similarities. 
•	To have some fun and maybe generate a useful cognitive tool for you to use the rest of the term. 
•	To make sure we are connecting via email. (It is submitted via email.)
It will be returned to you after I see it. Instructions available first week of term under Assignments. For your portfolio, use the e-mail with my comments on it. Not your original. 

Exam Question
Objectives: 
•	To encourage students to view classroom exams as human creations and subject to evaluation as a test. 
•	To give students a little more practice in real world application of these principles. 
•	To help students study for the exams. 
•	To help me see what might be confusing students. 
•	To help you feel some control over the exam content and alleviate some anxiety. 
Each student shall create a multiple choice item for one of the first three class exams. The item shall have 4 options. The writer shall provide the answer and the location in the text, day of lecture, or web material (provided by the instructor) from which the item was taken. The items are to be posted to the web discussion forum created for the purpose (Communication....Discussion Board....Test Questions...Exam X). The subject line should indicate the item topic. 
If items are contributed at least 5 days prior to the exam they stand a good chance of being included on the exam. They are due 1 full day before the first day of the exam (e.g., Saturday or Tuesday morning). Portfolio items must be completed for exams 1-3. Creating one for the final is too late to be included in the portfolio. Print out a copy of your question on the discussion board and place it here in your portfolio. 
Students may post as many questions as they want as long as they do at least one during the first 3 tests of the term. Students may comment on each others' items, making comments or suggesting alterations. Items may be edited by the instructor before being used in the exam. In prior years students have reported that creating a question was one of the most eye-opening and useful experiences of the semester. If you do multiple questions, select your best question for the portfolio and write at the bottom how many items you contributed. 

Web Page
Objectives: 
•	To encourage students to think about how various personal measures differ in their meaning depending on the comparison standard used. 
•	To develop an ongoing resource for students to become acquainted with one another. 
•	To broaden student skills in using the Internet. 
The Blackboard software provides every student with a personal space to easily create their own webpage. See Student Tools....Edit Your Home Page. You are provided with a simple form to fill in and then click the "Update Home Page" button at the bottom. To view your Home Page go to Communications...Roster and click on your name. 
(Note that the creation and the viewing take place in two different areas. And this may be a bit different this year-- I can't see what a student sees. Let me know if this isn't working.) 
If you want paragraph breaks on your page, place a <p> where you want the paragraph to begin. (The < and > should be included as part of the command). 
The first purpose of the web page is to introduce students to each other. Feel free to share information (that you are willing to share) to accomplish this purpose. 
I strongly encourage you to include a photo of yourself. I can take the picture and give you an electronic file. 
(*Do NOT use a professionally made photo unless you can give me a signed release. When you buy a photo from a professional you purchase the prints, not the actual photo or the right to publish it, which on-line posting is.) 
I know many people do not like to see themselves in a photo. I hesitated a long time about posting mine, but finally decided that making a human connection across the Internet was more important than my pride. Trust me, the rest of the world is not shocked or alarmed by your picture. We have been looking at you your entire life. It isn't there for you, but for others. If you like to see others, then post your own. Having applied that social pressure, I won't require you or debit you for not having a picture posted. You may choose to post some other image/photo that you feel represents you—a hobby, etc. Note that the choice involves self-assessment and the measure is a picture rather than a number. 
The graded part of the web page is its capacity to share individual experiences relating to psychological tests and measures. 
I would like you to answer the following questions on your page. Each question illustrates a variation of a standard of comparison. You’ll read about this in your text in a few chapters.
If a question makes you uncomfortable you may substitute something similar. I have provided a few alternatives on each. 
On your webpage, please place the standard in parentheses like this: (self) or (other) or (external), next to its respective standard. 
Types of Standards: Interpretation of test performance depends on what the performance is compared to. Each of the following questions uses a different standard:
1.	Relative to Others: What were you known for in high school as compared to your classmates? Or within your family what is your primary role (not formal role, like mother, but functional role, like peacekeeper) as compared to others?
2.	Relative to Self: What do you consider your best quality compared to all your abilities? or In what class or sport have you shown the greatest personal improvement? (This is independent of how you do compared to others. You may not feel others would view it as a talent, but you know you’ve improved in it compared to your starting place). 
•	How has that quality/skill changed over time? 

3.	Relative to an External Criteria: How tall are you? or Describe something you can make, like sew an outfit or repair an engine. How did you learn to do that?
If you grasp the differences between these three standards you have a powerful tool for understanding people's distress. For example, often a person may be upset because they feel they have tried hard (a self standard) but the judge says they aren't successful (in comparison to others.) And sometimes it is because they haven't succeeded relative to an external criteria: The MD tried hard, but the patient died. 
Print out your webpage and include in your final portfolio. 

Case Studies Questions
Objectives:
•	to learn to recognize and define a psychometric problem when you see it. 
•	to explore the source of psychometric questions in daily life and 
•	to apply psychometric concepts to daily life 
•	to appreciate the multiple layers of any psychometric question 
Throughout the semester a short case will be provided to accompany text material and demonstrate its application in a situation more familiar to the student. Accompanying the case will be a series of questions. You should print them out, either answer them or write the questions you need answered and then use this as one topic in the weekly discussion forum. There is no need to type them. 
Turn in your originals with the portfolio, in order. 

Other Portfolio Assignments or Additions
The gestalt of a class may evoke an additional assignment(s) or activity particularly suited to its needs and interests. Such an assignment(s) will be handed out in class and made available on-line and would be placed here in the portfolio. 
Feel free to include other material in your portfolio that you feel is pertinent. Perhaps you have saved a magazine article on testing or a questionnaire you took for another class. Maybe you have your ACT scores or other results from standardized tests. This would be a convenient place to keep them for future reference. You are welcome to place those things here.

Test Project: Creation and Evaluation of a Psychological Measure
Phase I: Creating the Measure
Task: 
•	Develop a 6 to 10 item questionnaire on a psychological topic (see prohibitions). 
•	The items must result in a single numerical score (sum the individual items). 
•	Administer it to classmates. 
•	Perform some simple statistics on your data. 
•	Prepare an evaluative paper on the test development. Notice that the test content is not the purpose. The purpose is reflection on what you experienced as you developed it and implemented it. 
Objective: 
•	To understand the process and challenges of creating and decoding a psychological measure. 
•	To improve skills in completing an integrative group project in preparation for the working world. 
•	To try out the application of these principles. 
Any psychological topic is fair game for your test items with the following exceptions...
Prohibitions:
To keep this a safe and pleasant learning experience for everyone, your test is prohibited from involving any of the following
•	Administration to persons outside of the class. I'll provide some time for everyone to take each others questionnaires over the Internet. 

If you tested someone outside of class, then you'd be in conflict with WKU's Human Subject's Review Board and be in deep...trouble for not following procedure. WKU has to report to the federal government so we take subjects very seriously and you will be treated as a fully culpable adult. As long as the data is collected within the class it constitutes an educational activity and not a research study.

•	Interpretive information about the test. We don't know what any of the measures mean...therefore any interpretation is inappropriate and not the point of the project. 
•	Covering academic subject matter (e.g., no tests of history or math--nothing factual. It must be a psychological concept). 
Caution
Students may be interested in an emotionally "hot" topic-- such as strong religious beliefs or sexual behaviors. Your respondent pool is your classmates and they'll be asked to complete your questionnaire-- it isn't required. 
You must have a certain number of responses. If you offend folks or give them privacy worries, they won't do your questionnaire or won’t do it seriously, and you'll be out of luck. 	
 
Procedure For Creating the Questionnaire:
(Some examples from prior years are provided on-line.) 
1.	Form a group with 1-2 others in the class (total size = 2-3; Absolutely no more than 3). You may want to do it alone but get my permission first. Alone tends to be much more difficult and a reasonable option only for the exceptionally skilled student--talk to me first. It is harder to work with others on-line, but I ask my on-line loners what they'd do if they had it to do over and they say, "work with someone."  I can help match folk up if that is needed. Send me an email.

I can provide a private work area for any group on-line and chat areas are available for real-time discussion. There is also the usual phone and f2f. Working in a group helps you to learn collaboration skills necessary for your adult work life. Working through the challenges of working with others is very important. If you are organized you may only need 2-3 meetings per task.  Students may worry about losing their partner—talk to me if a person fails to do his/her share. Firing a group member entails due notice to all parties, keeping me in the loop. The fired person will be obligated to start fresh.  
2.	Select a topic, ideally one that the group finds interesting. For example, perhaps you wish to know how satisfied people are with their cars. 

Do not select an academic subject like math or history knowledge—do an interest or personality concept. 

3.	Notify me via E-mail of (and include a copy in your Phase I paper of the notice). 
•	the members of the group. 
•	the idea you plan to develop. 
•	if you desire an on-line area just for your group.

4.	Write 6 to 10 questions that will address your topic. 
•	The answers must be able to be translated into numbers. For example, if you ask about a persons' religion all Baptists could be coded as 1s, all Methodists as 2s. Some questions will naturally result in numbers (e.g., how many cigarettes do you smoke in a day?). Can those numbers be added to a total? Not all numbers are equal. 

•	I recommend that all items ask about opinion or satisfaction (e.g., how pleasurable is smoking on a 1 to 7 scale) as opposed to frequency of behavior (e.g., # of cigarettes). 
•	You will be summing these numbers across questions so all the questions should reflect a single concept. You may do two concepts (3-5 questions each) if you wish. If you do two concepts then you will need to modify the following worksheet to reflect two concepts in your measure. It is a bit harder to do. 

•	In addition to your questions, ask about the persons' age and gender. Do NOT record the persons' name or other identifying information. 
•	As long as you satisfy the above criteria, it does NOT matter how good or poor your questionnaire is. I do not grade the questionnaire. I grade your working with and evaluating it. A “poor” questionnaire may be easier to evaluate. 
Procedure for Collecting Data:
You will need probably 10 classmates to complete your questionnaire. (The number will be determined later in the term.) We will collect via the Internet. 

•	Prepare an electronic copy (in the body of an email is best) and get it to me by the due date on the Schedule of Assignments. I'll set it up for others to take your questionnaire anonymously and electronically and to get the information back to you. 

•	This is the required method of gathering data. You may NOT use anyone outside of the class. You may NOT complete your own questionnaire. 

•	All students must graciously accept the refusal of a person to participate and avoid noticing or guessing who is completing what questionnaire. This is called "ethical" behavior. And it is worth commenting on in your paper.

Students as Respondents:
•	All students are free to leave a questionnaire or items incomplete. Just leave the blanks and submit it (but write that you chose to not answer so we know it isn't merely an error). 
•	When you are completing questionnaires for others as a respondent, don't do a questionnaire twice--that messes up their data. 
•	Don't sign any questionnaires. The Discussion Forum in which you do them will allow you to check an Anonymous Reply box—please do so.
•	Researchers who receive intentionally blank items must make a decision about how to incorporate this into the data. Explain the basis for your decision in your paper. Surprisingly, there isn't an always right/wrong way of dealing with this -- rightness rests in the reasoning and test purpose. 
Procedure for Analyzing Your Data:
1.	Complete the Worksheet for Group Measure (following) using your data. 
2.	Write a short (2-3 page) evaluation (no jargon please) about the experience of creating and collecting data on your measure. Describe the methodology of developing the questionnaire. I am particularly interested in any and all problems you encountered as well as what you learned from the process. Additional direction is provided below. 
3.	Each group will turn in 1 copy for the whole group of: YOUR ORIGINAL QUESTIONNAIRES AND/OR ANSWER SHEETS, your data analysis pages and your paper. If in doubt, include it. Keep a copy of everything turned in. You may handwrite formulas but text should be typed. Turn in one copy for the entire group.
4.	Your group will be graded on your evaluation of the questionnaire and the data analyses. Your actual questionnaire can be very imperfect. What is important is that you identify all the imperfections as well as identify what is effective. Basically, you grade the questionnaire using hindsight and I grade your grade of the questionnaire. One element is how effectively you use available resources (me, materials) to resolve any difficulties. Anything impacting your questionnaire is fair game for comment.  Tip: look over my grading sheet before turning in your materials. 
Phase 1 Worksheet for Your Measure
The purpose of the worksheet is to show that you understand the basic statistical processes. Please come to me for help if you get stuck. Different statisticians use different terminology depending on assumptions of the task so going to your old stat professor will probably lead you astray for my conditions. Oddly, a statistician does not necessarily understand psychometrics. It is safest to come to me.
I recommend that each individual do these tasks independently and that the group then compare the results in order to get accurate answers. 
You may double-check your answers with a computer program, but I need to see your work done by hand to check your understanding. Show me your steps as you add, divide, multiply, etc. or else I cannot check it.  Please don’t try to type your statistics but do be neat.
You may edit this worksheet so you have more space for the following questions.
-Worksheet-
Group Names: 
1. What scale of measurement do the various questions use and why? 
	If any of your questions are nominal data (see text), then some of the following items will not make sense for those questions. 
	Which of your items are nominal and why does it not make sense to do the calculations?  
	For your nominal data calculate percentages. 

2. Assign each respondent an ID number and transfer each respondents' responses to each question onto a single master data sheet, preferably on graph paper. Feel free to handwrite it. (See example below)
__LABEL your axes so I know which axis is respondents and which is items. 
__LABEL any codes you use (for example: gender 1=_____; 2=______). I don't read minds or intent and I’m a lousy guesser.
                        Respondent ID number: 	1.	2. etc.	
Item	 	 	
1.	 	 	
2. etc.	 	 	
Total (Raw) Score:	 	 	
Calculate a raw score for each respondent's answers on your 6-10 questions (or, if you measured 2 concepts, a raw score for each concept for each respondent). 
(Hints: Add the answers to the individual items. Don't add in the age or gender). 
a. Do you have to reverse score any items? 
b. What does a high score mean?
3. Calculate the grand mean across all of the respondents on your questions (or, if you measured 2 concepts, a grand mean for each concept across all of the respondents). Don't confuse the items with the total raw score. Show your work.
4. Calculate the standard deviation for your concept. Show your work. (Double check your work). 
 (If you measured 2 concepts, calculate a standard deviation for each concept for each person). 
If you wish to use a formula from 201/210--fine, but be sure it is the correct formula. Read my example under Assignment…Portfolio first because psychometrics puts a twist on the formula denominator. If you use a different formula, write it out and give me a citation-- don't trust your memory and don’t trust your notes. 
5. Calculate a z score for each person. Show your work. (If you measured 2 concepts, calculate a z score for each concept for each person).
6. Create a simple frequency distribution for your z scores and one for your raw scores. Label your y axis.  Compare the two. What do you observe?
(If you measured 2 concepts, you might wish to try correlating the two.)
7. a. What was the mean age of your group? 
b. What was the mode for gender? 
c. Why did I not ask for the mean gender? Careful—this is a hard item. 

8. Turn in 
•	all your work sheets, 
•	your questionnaires, 
•	your data sheet, and 
•	your short (3-4 page) evaluation of the experience. 
•	Describe your method of developing the questionnaire and 
•	what each person contributed. This is similar to the Method section of a journal article, but not quite as formal. Anything that affected your questionnaire is fair game for comment, including group dynamics, timing, technology, as well as the usual, creating questions, interpreting them, etc. 
•	Samples are available under Portfolio helps. 
•	If you know SPSS, you may turn your data in as an SPSS file. 
•	I expect to see hand calculations for the above items, but you may check your work with SPSS and turn in that print out also. 
•	Turn in a copy of the group project grading sheet with your paper. (See next link). In fact, look at the grade sheet as a double check on your work. 
•	If in doubt, turn it in (one copy for the entire group). 
•	Internet students should mail or hand deliver this part of the project, postmarked by the due date. 
•	Ask if you have questions! 

Test Project Grading Sheet
TURN IN WITH PHASE I, THEN RETURN WITH YOUR TEST EVALUATION, PHASE II
Grading Sheet is available on Course Website under Assignments...Portfolio Assignments...Portfolio Directions...

Phase II: Evaluation of Measure
Objectives:
•	To objectively and thoroughly critique your work demonstrating your understanding of psychometric principles and your capacity to apply them. 
This paper takes a lot of thought time-- plan on preparing a draft or at least some notes, over at least a week.
By the date mentioned on the Schedule, your group should turn in a 4-6 page paper (one copy for the entire group) evaluating your previously developed measure in light of the material reviewed up through the chapter on Test Development. 
•	I expect to see psychometric terms used correctly but no other jargon. The more terms, the better. Say what you mean clearly and directly. As appropriate refer to your questionnaire and the data you collected.

•	After you have briefly (1 short paragraph) described how you selected your topic, how you generated your questions, etc. ...

•	I am looking for a thoughtful and honest appraisal of your measure relative to the various types of reliability and validity and to the other test development concepts we have discussed. 

•	It would have been impossible for you to devise an ideal test (there is no such thing) thus I expect you will have a number of criticisms with ideas for improvement. Tip: Go through your textbook a page at a time and apply the concepts therein to your project. 

•	On the other hand, it is rare for any complex project to have no saving grace so explain what went well on your project. Demonstrate your understanding of these psychometric principles. 

•	Don't forget to organize your various points. For example, you may wish to review all the positives about your project and then all negatives or vice versa or you may want to discuss all aspects pertinent to reliability and then all having to do with validity, and so on. Start by telling me your organizational scheme. 

•	REMEMBER TO RETURN THE GRADING SHEET from Phase I that I have marked on. 
NOTE: For your final portfolio, each member of a group will need a copy of the graded papers and score sheets as everyone turns in their own final portfolio. But for this Test Project only one copy is needed for the entire group. 

Various Personal Questionnaires
Objectives: 
•	To give students more direct exposure to a variety of psychological measures, testing constructs representative of the major areas we have covered. 
•	To expose students to a variety of stimuli and response options. 
Place a completed version of the questionnaires listed below in your portfolio. These will be graded on a completed/not completed criteria. I am not going to look at how you scored yourself. These are so simple to do that an absence of one of these will result in a significant grade reduction. 
(Tell me ASAP of any difficulty in accessing them and I'll substitute another for you. If you are trying to do them all the night before the portfolio is due, ouch. You can't rely on the Internet! If you learn from the panic, then you have profited indeed.) 
In terms of the portfolio, I'm just looking for evidence that you tried to take it-- a checklist filled in or detailed results. 
You will need to include citations for the websites! It can take a few minutes to track down authorship etc. Try chopping off the end of the URL and working back to what seems to be the source. Discovering you have to hunt for it is one of the lessons. 
You may include more than this list (e.g., you filled out a magazine questionnaire and want to keep all the stuff about yourself in one place), but you must include the following: 
1.	My Stress Symptoms (the one with the human figure on it) available under Assignments...Week 1 on Psy 361 CourseInfo website. 
2.	VARK Learning Styles Inventory (http://www.vark-learn.com/english/page.asp?p=introduction)

Copyright Version 4.1 (2002) held by Neil D. Fleming, Christchurch, New Zealand and Charles C. Bonwell, Green Mountain Falls, Colorado 80819 U.S.A. This material may be used for faculty or student development if attribution is given. It may not be published in either paper or electronic form without consent of the authors. The VARK website is at www.vark-learn.com. 

The research on Learning Styles is questionnable, so don't believe what you read at this site.

3.	The Career Planning Self-Assessment (http://jobs.esc.state.nc.us/soicc/planning/c1a.htm) This is a simple checklist. 
4.	Pick one personality test from this site and print out the questionnaire part with your choices. Some give feedback, some don't: Queendom Publically Accessible Tests (http://www.queendom.com/tests/alltests.html#public) (remember, pick a personality test). At this site you can register and have access to more tests....I have no idea if they are a legitimate business so register at your own risk. (I had to hit Escape because Ads weren't loading.) Remember, I don't claim any of these are any good. Adding a few comments on the quality of the test you pick will be judged favorably. 

One that is more decent than the others and provides theoretically based interpretive information is at http://www.keirsey.com/ The Character Sorter is better than the Temperament sorter. HOWEVER, you have to enter personal information like e-mail and name. Again, I don't know what they'll do with it so enter at your own risk. 
You may add any of the exercises from the semester (e.g., the "intelligence test" of drawing a square with one hand and a circle with the other) or tests you find on the Internet or elsewhere. For example, you may want to find a projective test to include. 

Summary
Objective: 
•	To develop critical thinking with regard to personal learning. 
•	To encourage the habit of review and reflection. 
Task:
•	Each portfolio will include a 3-4 page analytical review of your own portfolio and your own learning processes. 
•	When you have collected all of your portfolio parts together, read through them. 
•	Provide your conclusions about each task...what you liked most, least, what you would prefer to have done or what everyone should do. 
•	Your summary should state your perception of your level of performance (give your portfolio a grade, e.g., A, B, C, D, F) and what in the portfolio reflects that grade.  People forget this task! OUCH.
This is not a time for modesty or for unreasonably high estimates. The point of this exercise is being able to critically and accurately self-evaluate-- a key skill for development as a citizen. What does your record say? Don't forget to say what grade you believe your portfolio has earned. Some examples are provided on-line. 
I do NOT expect a glowing report (also known as, "BS"). I want an honest report. I’ve read a lot of these. The honest ones are all unique. The not so honest ones all sound the same. 
I like to see your future plans as well. 

Bibliography
Objective: 
•	To learn to evaluate sources (particularly Internet sources) by the basic qualities of authorship, currency, nature of source and 
•	To enable readers, including the student, to locate resources at a later time. 
If you have used any outside references (websites, popular magazines, or scholarly works) provide citations. Consider all products. 
Include citations for the on-line tests. This can be challenging-- that's why I want you to try, to teach you to be critical of on-line material and it's authority.
Follow APA Style. Look under useful web sites at my home page (http://edtech.tph.wku.edu/~sally.kuhlenschmidt/sally.htm) and you will see a link to APA crib sheets. Or use the APA Style manual. Or send me a copy and ask me. The guidelines are a bit frustrating (i.e., not always clear) for weblinks. Be consistent in your citations and try to imitate those for books and journals. 

Created: April, 1999. Last Modified: January 9, 2005. All contents © since 1997 by Sally Kuhlenschmidt. Copy only with permission.