In the field of computational design, the processes of learning and experiencing occur concurrently. Similarly in the field of architectural education the act of experiencing has an important place, too. In experience-oriented education, the learning process takes place differently for each student, and the students create their own learning styles. The students think on their own thinking processes, ask themselves questions, and the answers to these questions help them to build their learning processes. Considering that this subjective process should be evaluated within itself for each student, it can be said that traditional evaluation methods create a dead end. In addition to this, the pandemic process has also revealed problems related to the evaluation methods. During the distant learning process, conventional evaluation methods cannot fully reflect the learning situation of the student and it creates question marks about the correct measurement of the student's knowledge level. Within this context, it is necessary to discuss the methods by which the student can be personally evaluated. Portfolio evaluation method allows the students to be evaluated individually. The development of the students, the success of the exercises, the points that they understand and do not understand can be determined.

In this study, the experiences and results of the portfolio evaluation method used in the process of the elective courses focused on computational design will be shared. The portfolio method was applied for three semesters in total within the scope of four elective courses at the undergraduate level. These elective courses consist of a series of exercises and aim the students to learn computational design and digital fabrication by doing. Portfolio evaluation method was used to determine the performance of each student in the exercises and to check whether the exercises reached their goals. The portfolio method was applied together with the rubric system. In this context, the students took their grades on the portfolio they prepared and according to the previously announced scores.

The portfolio evaluation method clearly reveals the progress of a student during the term. In this respect, it is a method that can be used in the processes of production and design-oriented education, such as courses in departments of architecture. For example, during studio courses, students can be asked to prepare a portfolio, and at the end of the term, the progress of the student can be observed. Placing the portfolio evaluation process on a standard basis and integrating it with the rubric system ensured that the grades were given in a fair system. The grades were given not on the quality of the product, but on the process. In this way, students were prevented from getting low grades if they tried something new and were unsuccessful. The portfolio evaluation method has been an important tool in terms of determining the progress of the students. It can be evaluated that, how the terminology the students use, computational design and modeling skills of the student have developed. In portfolio assessment process, it is valuable that it provides a process-oriented measurement opportunity rather than a result.

Keywords: Portfolio, computational design, education, evaluation methods.