2008 PROCEEDINGS - Public Relations Society of America

The Student. In a real sense, what a student elects to put into the process portfolio
reveals what the student thinks about her/himself within the context of what s/he thinks about
public relations. Watching the evolution of a “theory of public relations” and the skills and
attitudes needed for success within the field, may be the most important learning for the student
and the faculty evaluator.
The process portfolio may contain anything that demonstrates the student’s mastery of
public relations skills. Frequently the process portfolio is arranged chronologically including
written projects, independent study reports, personal journals, unfinished or unsuccessful work,
and tests. It may also include a student’s statement of a personal philosophy of public relations
and where in the field the students feels most comfortable: where s/he “fits.” Cole (1995)
writes of the benefit to students: “Because students design the portfolio with the purpose of
proving their learning, it concretely represents their efforts and accomplishments. This aids
students in valuing themselves as learners as well as valuing their work” (p. ).
The process portfolio changes and expands as the student masters the skills and
develops the attitudes expected of a public relations major. The activity itself shapes the
student’s self-evaluation as a potential public relations professional.
The Faculty. Process portfolios complement the traditional methods of assessment.
Because traditional methods are not sensitive to different skill growth patterns, they give an
incomplete view of students’ abilities. In addition, traditional assessment methods, particularly
testing, do not demand that students reflect on and judge their own work. On the other hand,
creating a portfolio does demand such self-reflection. Involving the student in their own
assessment is an advantage of portfolios when compared with traditional methods of evaluation
(Cole, 1995). To be most useful in evaluating student progress, the students should place items
in the process portfolio at regular intervals and be evaluated by faculty as part of a continuous
program of assessment (Cole, 1995).
Professional (Employment) Portfolio
The professional portfolio, sometimes referred to as an “interview-ready” or
employment portfolio, illustrates the proficiency and/or mastery of the knowledge, skills and
attitudes expected of entry-level practitioners (Cole, 1995). The purpose of the professional
portfolio is to demonstrate to a potential employer the preparation of the student for the
workplace; the accumulation of important knowledge; the mastery of expected skills; and the
acceptance of productive attitudes (Searson and Knight, 1998). As such, the contents of the
entry-level professional portfolio should match the expectations of potential employers.
Every item selected for inclusion should be (a) material the student wishes to share,
AND (b) clearly reveal the students’ mastery of the expected knowledge, skills and attitudes.
What should be included in a Professional Portfolio?
The importance of portfolios in the assessment of students becomes especially
important within the context of desired outcomes for entry-level personnel. While the process
portfolio can include anything and everything that illustrates growth as a public relations
student, the professional portfolio is guided by the knowledge, skills and attitudes expected by
practitioners of newcomers to the field. The NCA survey found 23 items scoring 6.0 or higher
(7.0 scale) including self-starter, organized, critical think and problem solving skills,
interpersonal skill, knowledge of current events and flexibility. Research undertake by the coauthors
revealed several methods for demonstrating these various skills, for example, “critical
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