The newly introduced portfolio assessment strengthens diversity, self-reflection and learning process support.
At its meeting on November 17, 2025, the Senate of Zittau/Görlitz University of Applied Sciences approved the portfolio examination as a new, university-wide examination format. This can be used in all existing and new degree programs in the future. The HSZG is thus placing a further emphasis on skills-oriented, diversity-sensitive and learning process-supporting university teaching.
In a portfolio examination, students create a structured collection of different work and learning products over the course of a semester. These document the individual learning process, the development of skills and the in-depth process-oriented examination of the module content.
The portfolio examination can include various formats, such as written papers, presentations, programming work, visualizations, audio and video recordings, exercises or project reports.
The portfolio usually also contains an introduction and a concluding reflection in which students analytically classify their learning progress. The specific structure of the portfolio examination depends on the requirements of the respective module.
In contrast to traditional examination formats such as invigilated (written) examinations or 'written assignments / semester papers / term papers', the portfolio examination focuses on continuous engagement with learning content, individual strengths and the diversity of forms of expression. This gives teachers a differentiated picture of their students' learning progress and skills development.
The introduction of the portfolio examination is the result of intensive work by a university-wide group of experts. Under the chairmanship of Vice President Education and Sustainability, Professor Małgorzata Maćkowiak, the portfolio assessment working group efficiently and purposefully developed a uniform definition of the term portfolio assessment for anchoring in the relevant study documents and a handout. The handout explains the objectives, structure and implementation of the format and provides teachers with practical guidance for the design of portfolio examinations.
Prof. Dr. phil. Małgorzata Maćkowiak (Vice President Education and Sustainability, Chair)
Prof. Dr. rer. nat. Antje Petzold (Faculty of Social Sciences)
Prof. Dr. rer. medic. Martin Knoll (Faculty of Managerial and Cultural Studies)
Maria Zumpe, M.A. (Faculty of Managerial and Cultural Studies)
Sebastian Benad, M.A. (Faculty of Managerial and Cultural Studies)
Prof. Dr. rer. pol. Jana Brauweiler (Faculty of Natural and Environmental Sciences)
Dr. Lucie Koutková (Director of Studies and International Affairs)
Daniel Winkler, M.A. (Consultant for University Didactics)
"The format we have developed is the result of the work of highly motivated people who have worked together with a spirit of innovation, experience and genuine passion," explains Prof. Dr. phil. Małgorzata Maćkowiak. The Vice President for Education and Sustainability continues: "The intensive collaboration with this dedicated team of experienced academics has once again made me aware of a central truth: A good working atmosphere creates an exceptionally productive team spirit - and it is precisely this that leads to unique, future-oriented results. In a short space of time, a scientifically sound and at the same time extremely practical concept has emerged."
The introduction of the portfolio examination is a milestone in the further development of our examination culture. It stands for diversity, self-reflection and a new approach to learning: away from selective examinations and towards continuous monitoring of individual learning processes.
”Prof. Maćkowiak emphasizes that this format will strengthen personal learning paths, promote the ability to reflect and systematically support the skills development of students at the HSZG. "This is exactly what modern university teaching should achieve - and I am proud to have shaped this process together with such an inspiring team," summarizes the Vice President.
The portfolio examination corresponds to modern university didactic recommendations and creates added value for students and lecturers that goes beyond traditional forms of examination. The format is based on three core elements:
Students can demonstrate different strengths and forms of expression through the various formats. Portfolios make visible what often remains invisible in traditional examination formats: Creativity, problem-solving strategies, team dynamics, reflective skills or digital achievements.
A central element of the portfolio examination is the analytical reflection of one's own learning process. The HSZG assesses this not on the basis of personal self-reporting, but on the quality of the analysis: How coherently do students categorize their learning process? Which professionally justified development paths do they recognize? And what follow-up steps do they derive from this? The portfolio examination thus strengthens metacognition, self-control and learning awareness and follows established standards of competence-oriented university teaching.
Portfolio examinations create more transparency about learning processes and enable formative feedback during the semester. This promotes continuous learning, strengthens self-direction and supports students in consciously shaping their individual development paths.
Portfolio examinations give students the opportunity to visualize, analyse and actively manage their learning process. They allow for a differentiated assessment that does justice to the diversity of student competencies and is not reduced to selective examinations. The format opens up space for individuality and at the same time strengthens the quality of teaching and learning.
”With the introduction of the portfolio examination, the HSZG is taking up current developments in higher education didactics, which have been advocating more learning process orientation, diversity equity and competence-oriented examinations for years. Portfolios are regarded throughout Germany as a format with a strong future, which develops its strengths particularly in interdisciplinary, project-oriented and application-based degree courses.
For me, a portfolio assessment is a wonderful opportunity to really watch students grow. It makes learning processes visible - not just the results - and gives students the chance to understand, reflect on and consciously shape their own learning. I experience how this format allows for differentiated, fair assessment because it does justice to the diversity of their abilities and is not reduced to a single exam situation.
”Prof. Maćkowiak emphasizes that portfolios create space for individuality, for personal paths and genuine examination of one's own progress. At the same time, she feels how much they can strengthen the quality of teaching and learning. "For me, this format is a real benefit for everyone involved and an important step towards modern university teaching. The Senate's decision is therefore not just an organizational step, but a commitment to a contemporary examination culture at the HSZG."
The handout on portfolio assessment provides a reliable and flexible framework that does justice to the different subject cultures at the HSZG. It is available to all university members on the intranet/HIP and ensures high-quality and legally compliant implementation.
Lecturers who would like to use the format in the future can contact Daniel Winkler for advice.
The portfolio examination will be introduced gradually, at the earliest in the summer semester of 2026. The examination format will then be listed in the module catalog. Lecturers who use this form of examination will inform their students about the specific structure within the first four weeks after the module starts.
