New examination format at the HSZG
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 assessment as a new, university-wide assessment format. This format may be used in all existing and new degree programs in the future. With this decision, the HSZG is taking another step toward competency-based, diversity-sensitive, and learning-process-oriented higher education.
In a portfolio assessment, students compile a structured collection of various work and learning products over the course of a semester. These documents reflect the individual learning process, the development of competencies, and an in-depth, process-oriented engagement with the module content.
The portfolio assessment can take various forms, such as written papers, presentations, programming assignments, visualizations, audio and video recordings, exercises, or project reports.
Typically, the portfolio also includes an introduction and a concluding reflection in which students analytically assess their learning progress. The specific structure of the portfolio assessment is determined by the requirements of the respective module.
Unlike traditional assessment formats such as invigilated (written) examinations or 'written assignments / semester papers / term papers', the portfolio assessment focuses on the ongoing engagement with course content, individual strengths, and the diversity of forms of expression. This provides instructors with a nuanced picture of their students’ learning progress and the development of their competencies.
A Milestone in Teaching Quality Improvement
The introduction of portfolio assessment is the result of intensive work by a university-wide expert group. Chaired by the Vice President for Education and Sustainability, Professor Małgorzata Maćkowiak, the Portfolio Assessment Working Group efficiently and purposefully developed a standardized definition of portfolio assessment for incorporation into the relevant academic documents, as well as a guide. The guide explains the objectives, structure, and implementation of the format and offers instructors practical guidance for designing portfolio assessments.
Prof. Dr. phil. Małgorzata Maćkowiak (Vice President for 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 (Head of the Office of Academic Affairs and International Relations)
- Dr. Peggy Sommer (Office of University development and communication/Quality Management Division)
Daniel Winkler, M.A. (Advisor for Higher Education Pedagogy)
“The format we developed is the result of the work of highly motivated people who collaborated with a spirit of innovation, experience, and genuine passion,” explains Professor Maćkowiak. The Vice President for Education and Sustainability continues:“The close collaboration with this dedicated team of experienced academics has once again brought home a fundamental truth to me: A good work environment fosters an exceptionally productive team spirit—and it is precisely this that leads to unique, forward-looking results. In a short period of time, a concept has emerged that is both scientifically sound and highly practical.”
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.
”Professor Maćkowiak emphasizes that this format will strengthen personalized learning paths, foster reflective thinking, and systematically support the development of competencies among HSZG students. “This is exactly what modern higher education is meant to achieve—and I am proud to have helped shape this process together with such an inspiring team,” the Vice President concludes .
What sets the portfolio assessment apart?
The portfolio assessment aligns with modern higher education teaching recommendations and creates added value for students and faculty that goes beyond traditional forms of assessment. The format is based on three core elements:
Diversity:
Students can demonstrate different strengths and forms of expression through the various formats. Portfolios reveal what often remains hidden in traditional exam formats: creativity, problem-solving strategies, team dynamics, reflective skills, and digital achievements.
Self-reflection:
A central element of the portfolio assessment is the analytical reflection on one’s own learning process. The HSZG evaluates this not based on personal self-reports, but on the quality of the analysis: How coherently do students organize their learning process? What subject-specific development paths do they identify? And what next steps do they derive from this? The portfolio assessment thus strengthens metacognition, self-regulation, and learning awareness, and follows established standards of competency-based higher education.
Monitoring Learning Progress:
Portfolio assessments provide greater transparency into learning processes and enable formative feedback throughout the semester. This promotes continuous learning, strengthens self-regulation, and supports students in consciously shaping their individual development paths.
Portfolio assessments give students the opportunity to visualize, analyze, and actively guide their learning process. They allow for a nuanced evaluation that does justice to the diversity of students’ competencies and is not limited to isolated exam performances. This format creates space for individuality while simultaneously enhancing the quality of teaching and learning.
”A step into the future of the examination landscape
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.
”Professor Maćkowiak emphasizes that portfolios create space for individuality, for personal paths and real engagement with 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. Teachers who use this form of examination will inform their students about the specific structure within the first four weeks after the module starts.
1st floor
4th upper floor