This is the summary of a presentation given at the Joint Mathematics Meetings, January 10-13, 1996, Orlando, Florida.

I will discuss and display one model of a course portfolio intended for peer review. The course portfolio is a way to document educational reform efforts, and display the results in a format open for peer review and discussion. The course portfolio contains the course syllabus with explicit mathematical goals for students in the course. Progress toward the goals is then measured through a pre-course student background knowledge probe; informal lecture assessment by students; homework exercises, solutions, and scores; in-class active-learning exercises; tests; projects; formal student course evaluations; and a post-course evaluation by the instructor.

The portfolio is easy and natural to compile, and easy and quick to review. Other instructors can use the portfolio to develop the same or similar courses, to evaluate the quality and appropriateness of the goals, the progress toward the goals, and the effectiveness of the class techniques.

The course portfolio is a result of the AAHE Project on Peer Review of Teaching. The tools used in the portfolio come from a variety of sources, including many MER projects and ideas, Cross and Angelo's Classroom Assessment Techniques and others.

Steven R. Dunbar, University of Nebraska, Lincoln