vintage basic portfolio proposal

Grundtvig Project VINTAGE online tool for self eValuatIoN of key competences in adulT AGE Reference: 527349-LLP-1-2012-1-IT-GRUNDTVIG-GMP Grant Agreement n. n. 2012-4192/001-001

WP 3

Vintage proposal of portfolio Anne Berger, wisamar

ELEONORA GUGLIELMAN LELE

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

VINTAGE - online tool for self eValuatIoN of key competences in adulT AGE Reference: 527349-LLP-1-2012-1-IT-GRUNDTVIG-GMP

WP 3 wisamar Portfolio prototype proposal

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Table of contents

About this document Vintage portfolio Features of the Vintage portfolio Literature



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About this document This document presents a proposal for the Vintage portfolio prototype on the basis of the research

results of Vintage partnership about the approaches, methods and tools for the (self-) assessment

of (Key) Competences throughout European countries. The research has shown a great number

and variety of portfolio approaches in the field of (self-) evaluation and assessment of (Key)

Competences, which have in some cases already been well tested in Austria, Germany, Italy,

Ireland, Netherlands and Sweden. These examples are the sources for the Vintage portfolio to

refer to and to build upon in the aim of developing a suitable portfolio to interlink, support and

add to the Vintage assessment of Key Competences in non-vocational adult learning pathways.

This document gives an overview on the current state of the Vintage portfolio prototype, which

will be subject to further improvements and feedback from the pilot run.



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Vintage Portfolio

Research by the Vintage partners has shown a variety of portfolio approaches in the field of (self-)

evaluation and assessment of (Key) Competences in the examined European countries Austria,

Germany, Italy, Ireland, Netherlands and Sweden. The Vintage Research report: State of the art

competence and assessment in Europe names a few example portfolios to harvest from, such as

e.g.: The Competence-based self-assessment portfolio for students (Ireland) developed by the

Health Promotion Department of the National University of Ireland, which provides students with

the opportunity to reflect on their learning and to assess the course as a whole, allowing them to

integrate materials across modules and assignments completed and leading to a more holistic

learning experience.

The Social Work portfolio assessment (The Netherlands) by the Windesheim Academy has

provided a training ‘portfolio assessment’ to teachers that are involved in the assessment of

practical learning of students of the Bachelor Social Work, which is giving helpful remarks about

the necessity of a comprehensive structure.

The LABOBS – Learning Abilities Observatories is a Grundtvig Multilateral Project (Italy) e.g. with its

ideas of a self-evaluation approach adopted in order to identify, record and make visible the

changes incurred during and thanks to the learning experience: a personal development plan leads

the adult to reflect on the expected progress of the learning experiences, an open interview

guides the adult to describe the perceived changes, a blog is used in order to track the changes as

a sort of portfolio.

The ProfilPass (Germany): a portfolio instrument based on a biographical approach to visualize and

to document competences from all areas, work life and formal education, to informal and non-

formal fields of learning and competence acquisition, combining self and external evaluation. A

portfolio approach which has already been in focus in the Vintage project proposal as good

practice example. In addition to this similar portfolio ideas have been established and widely used

within Germany, such as Talentkompass NRW focusing similarly to the ProfilPass on transferable

competences acquired in personal, educational, professional life and define competences as

ability to act in a certain situation.

(For an overview on portfolio examples examined by the Vintage partnership research please see

Vintage Research report: State of the art competence and assessment in Europe by Plato).



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These examples offer a variety of ideas and useful features that the Vintage portfolio proposal

relates to when developing a suitable portfolio prototype that interlinks with the aims of the

Vintage assessment tool and project proposal.

They display in some cases, besides paper versions, also solutions for computer based portfolios as

focused on by Vintage project (some are combination of both as in the case of the ProfilPass.) Also

in reference to the self-directness of the learner approach of Vintage tool and portfolio the named

examples are good sources, mainly operating with a combination of self- directness and self-

evaluation and external guidance from tutor, teacher or/and trainer as well as feedback from peer

learners, friends, relatives.

Besides documentation of learning outcomes within formal education settings, a number of

portfolios are focusing on outcomes of informal and non-formal learning environments such as

personal and family life, volunteer work and participation in further education offers,

strengthening the importance of and awareness for the lifelong learning approach.

Based on findings of the Vintage research, the state of the art competence and assessment in

Europe report names the following approaches for assessment that could be detected in examined

instruments:

• Biographical • Self-diagnostic • Diagnostic • Orientation • (professional)Learning • Evidencing • Guidance/coaching • Validation/certification (by an assessor) • Networking/community • In-service learning • Appreciative approach • Career development /CV building

Based on these findings, the aims of Vintage project and the requirements of the Vintage

assessment tool, the Vintage portfolio focuses on the following general ideas:

While the Vintage assessment tool is grounded on a (self-) diagnostic and orientation approach,

the portfolio is tying in to this by giving the user the opportunity for documentation of his/her

competence profile as outcome of the Vintage assessment tool. The user is also given the

opportunity to record and make visible examples and situations of experiences, acquisition and

improvement of competence performances.



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In addition to that the portfolio is aiming to hold a collection of learning outcomes and proves,

integrating materials across learning environments and fields calling on an approach that focuses

on providing evidence of learning outcomes and in this case competence development.

It includes a biographical approach, aiming to visualize and document competences from all areas,

work life and formal education, to informal and non-formal fields of learning and competence

performance, acquisition and improvement in, e.g. family life or volunteer work. The opportunity

to transfer these findings directly to the interlinked European CV is just one aspect where the

portfolio is compatible towards the usage within professional career building.

Tying in with this the portfolio supports the user to identify and reflect on their learning pathways

and outcomes in general and with special focus on the key competences, by this the portfolio

means to provide a rich source of personal learning experiences, outcomes and environments.

Reflection upon where and how to learn, perform and improve competences once more

strengthens an orientation approach focusing on providing the adult learner with a clear image

not only about what a key competence performance includes and involves (also already done in

the Vintage assessment tool) but also focusing on a clear image on where and how to perform and

improve Key Competences.

Again, as in the assessment tool, the portfolio is based on the aspect of self-directness, assigning

an active role to the adult learner/user, in this following various example portfolios. Vintage

portfolio emphasizes to display the users learning pathway in Key Competence performances as

well as other learning outcomes in an attractive way, for the user to harvest from and add on to.

This outlines an appreciative portfolio approach to motivate the adult learner to improve and

continue in lifelong learning and non-vocational learning pathways and appreciate achievements

in this area.

Eventually possible features of the portfolio could focus on forums providing peer group learning

and exchange of experiences and support between fellow learners/users or even user and

external tutor, this would add an extra value to the Vintage assessment tool and portfolio

Guidance is given to the user throughout the Vintage portfolio by appropriate user guides

explaining to the user how to work with the portfolio and its features.

In sum Vintage portfolio offers a variety of functions that refer to different aspects of the above

mentioned list of European assessment and portfolio approaches and it suites requirements

originating from the aims of the Vintage project and assessment tool outlines.



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Features of Vintage portfolio

In reliance to that the Vintage portfolio provides the Vintage assessment tool user with a set of

possible features.

• Introduction page to the portfolio giving information about:

- the function of the Vintage portfolio, also in reference to the Vintage assessment tool

- the features of the Vintage portfolio as listed below, with a comprehensive informative guide on

the function, purpose and possible outcome of each feature

- the benefits and outcomes of the Vintage portfolio

- guidance for continuing and improving Key Competence performances and abilities

The Introduction page gives the user information on the features and possibilities of the portfolio,

offering first guidance and background information.

Similar to the Introduction of the assessment tool the introduction of the portfolio is meant to be

welcoming, inviting the user to collect, explore and improve own learning outcomes, documents,

notes and assessment results. It also offers guidance on further improvement and on future usage

and exploitation of the information given by the competence profile. Again it aims not too

overstrain the user with long texts and information, but rather use the possibility of giving extra

information when pressing read more buttons.

• Personal welcome/starting page for the user/owner of the portfolio with a template of a

personal profile of the user, with the opportunity to fill in personal data (name, birth date,

address, information about professional career etc.) and to upload a photograph. This could

already display an overview on (Key) Competences similar to the European CV “Social and

communication competences” etc.

In sum this feature includes:

- template to fill with personal data, photograph, additional information e.g. concerning

competences



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• Documentation of the competence profile of the assessed Key Competences

A visualization of the competence profile, in form of graphic or respective easy to understand

presentation and additionally written record of the results of the assessment. An additional

possible feature could be a graphic that shows improvements in Key Competences when re-

assessing certain or all key competences. As in the Vintage assessment tool itself, an overview on

all 5 Levels of Mastery for all 8 Key Competences will be provided to ensure orientation within the

assessment process and competence content for the user.

An overview on the user`s complete Key Competence profiles could depict which Key Competence

performance might need further improvement and/or which he/she would like to improve further

and/or which Key Competence in which field is of most interest to proceed in for the user.

In sum this feature would include:

- introductional text

- personal graphical image of the Key Competence profile

- written feedback in addition to the graphical image of Key Competence

- overview on 5 Levels of Mastery for all 8 Key Competences

- graphical image of improvement of Key Competence

- template for personal notes on planned developments of Key Competence or other learning

plans

• Collection of prove of real life experiences/situations when Key Competences have been

performed: e.g. notes, documents and/or evidence in different media. In addition the opportunity

to collect and save those notes given by the user throughout the Vintage assessment process, with

a possibility to extend these evidences and examples given over time; therefore access to the

portfolio should not only be provided when re-assessing, but also through accessing the portfolio

only in order to add notes and/or evidences. The graphic depiction of the competence profile

could be complemented by a map or graphic showing where a key competence was performed

and what abilities, tasks, circumstances were involved. This provides the user with additional

overview and insight on his/her personal record of key competence performance, acquisition and

gives a clearer understanding on where competences are performed and improved throughout

one’s life and career. The opportunity for additional notes on tasks and abilities used should be

provided as well. Proves and evidences in different media could be added accordingly.



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In sum this would include these features:

- introductional text

- template with collection of personal notes as collected during the assessment

- graphical image on collection of personally experienced situations in which Key Competences

have been performed

- template for personal notes on dates, included tasks and circumstances of Key Competence

performances

- opportunity to collect evidence (documents, pictures, film) of these situations and experiences

• Documentation and collection of proves of learning outcomes and evidences of, e.g. courses,

further education classes in formal, non-formal and informal learning environments and

educational settings, as well as evidence and prove on, e.g. voluntary work and/or participation in

other activities when abilities and competences have been acquired, improved and/or extended.

This collection of evidence, amongst others, documents, references, self-written reports or notes,

pictures or other materials, can be completed and added to constantly while performances of Key

Competences might improve and participation in lifelong learning and adult education continues.

This feature offers the possibility to present the user’s history of lifelong learning. It also raises

awareness for questions such as where and how competences are acquired, improved, applied.

This could be depicted in a graphical “learning line” from past to present where the user records

important stages in competence performances and learning.

In sum the following features are included:

- introduction text

- opportunity to collect proves of learning experiences in general of different media

- graphic of “learning line” to record learning stages

- template for accompanying notes

• Link to the European CV + Common European Framework of Reference for Languages

to fill in the respective sections, e.g. Computer skills and competences, Social skills and

competences and Other skills and competences and to associate if applicable the findings of the

users competence profile of Key Competence 2 “Communication in foreign languages”.

In sum this includes the following:

- introduction text



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- link to the European CV

- link to the Common European Framework of Reference for Languages

• Area for further plans and goals - provides the user with space for further planning or notes on

aims/goals in the field of personal and professional development in reference to Key Competences

and other adult learning/education pathways. This again focuses on the self-directness and

motivation of an active adult learner. This could include room for notes on possible offers and

opportunities for learning and further personal and professional development, but also notes on

possible obstacles and how to overcome these. A template could include the following supportive

introductions and headings:

Finding and phrasing goals for the development of Key Competences/further learning

What interest you most? Which Key Competence would you like to further develop?

Phrase your goals/aims precisely in a few sentences.

The parameters

Which opportunities are there for you to develop Key Competences further?

Which opportunities are there for you to take part in further education offers?

Who could support you in your aims? Are there any networks you could join?

Are there any obstacles to overcome? How could you overcome these?

Step by step – make a time plan towards your goal

Plan your steps for the next month, 3 months, half year, year.

Note the single steps towards your aim/goal.

This would combine guidance with a template for the user to fill in.

In sum this feature would include:

- template for notes on goals and plans for further study and development of Key Competences

and other learning

• Guidance and information for the user on “what to do” and “where to go” with the competence

profile, possible ways of improving performance of competences. User guides for all features of

the portfolio aiming at leading the user throughout the outline and structure of the Vintage

portfolio, giving the user a clear understanding on usage, purpose and possible outcome of the



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different features of the portfolio, clear understanding of the 8 Key Competences and competence

profile that is the basis for the portfolio. In sum:

- introduction before entering the portfolio

- support and guidance texts accompanying each feature of the portfolio

• Area to share material and advice + forum for peer learning and to exchange with other adult

learners

The portfolio can eventually also be extend through offering forums and other possibilities to

share material, learning experiences or to interact in peer learning with other users.

Vintage portfolio is meant to be a reach source of personal notes and evidences about learning

experiences, learning outcomes and competence performances for the adult learner to continually

harvest from while he/she further engages in adult learning pathways.



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Literatur:

Bretschneider, Markus (DIE): Die wachsende Bedeutung der Sichtbarmachung und Anerkennung informellen Lernens. Bonn 2006. Gnahs Dieter: Kompetenz – Erwerb, Erfassung, Instrumente. 2010.

ProfilPass – competence portfolio for adults (2012). DIE Deutsches Institut für

Erwachsenenbildung, IES Institut für Entwicklungsplanung und Strukturforschung,

Bundesministerium für Bildung und Forschung (BMBF)

ProfilPass – competence portfolio for young adults (2012). DIE Deutsches Institut für

Erwachsenenbildung, IES Institut für Entwicklungsplanung und Strukturforschung,

Bundesministerium für Bildung und Forschung (BMBF)

Talentkompass NRW – Portfolio with Introduction. Ministerium für Arbeit, Integration und Soziales

des Landes Nordrhein-Westfalen 2. Auflage 2013.

https://www.google.de/search?q=+TalentKompass+NRW&ie=utf-8&oe=utf-

8&rls=org.mozilla:de:official&client=firefox-a&gws_rd=cr&ei=2itmUqCXEMTMswapzoHABw

Vintage – revised research article September 2013, Plato

Vintage – Research: State of the art of competences and assessment in Europe, Plato

https://www.google.de/search?q=+TalentKompass+NRW&ie=utf-8&oe=utf-8&rls=org.mozilla:de:official&client=firefox-a&gws_rd=cr&ei=2itmUqCXEMTMswapzoHABw

https://www.google.de/search?q=+TalentKompass+NRW&ie=utf-8&oe=utf-8&rls=org.mozilla:de:official&client=firefox-a&gws_rd=cr&ei=2itmUqCXEMTMswapzoHABw

vintage basic portfolio proposal

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