For documents pertaining to the use of portfolios solely in teacher education, please refer to the link, "How are portfolios used in teacher education?". These ERIC cites focus on portfolios in higher education other than teacher education (with the exception of three particularly generalizable documents). ************************************************************************* ED384310 HE028423 A Guide to Self Evaluation and Documentation of Educational States. McNeill, Barry; Bellamy, Lynn 1995 46p.; For related documents, see HE 028 424-428. EDRS Price - MF01/PC02 Plus Postage. Document Type: INSTRUCTIONAL MATERIAL (051) Target Audience: Students This guide is designed to help college students understand educational states, portfolio assessment, competency matrices, and self-evaluation as it relates to the presentation of technical materials in the engineering sciences. Part 1 discusses definitions of education and learning, the concept of lifelong learning, and educational states (cognitive, affective, and psychomotor domains). Part 2 addresses the presentation of technical work, focusing on techniques to present homework, graphical material, analytical models, computer models, and spreadsheets. Part 3 discusses the creation of portfolios and matrices, focusing on portfolio structure, filling the portfolio, creating an index, and appropriate matrix columns. Part 4 explores the self-evaluation process, focusing on various documentation instruments that are used for recording and storing assignments, including portfolio notebooks, competency matrices, work logs, run charts, and reflection logs. It also outlines a self-evaluation process for use with portfolios and competency matrices. Two appendixes present activities at various cognitive levels of learning and affective degrees of internalization, as well as a sample competency matrix, a reflection log template, a work log template, and a sample run chart. (MDM) Descriptors: *Cognitive Processes; *Competency Based Education; Definitions; Evaluation Methods; Higher Education; *Item Sampling; * Portfolio Assessment; Scientific and Technical Information; *Self Evaluation (Individuals); Student Evaluation; Student Journals Identifiers: *Competency Matrix EJ503982 SE554055 The Mathematics Portfolio. Crowley, Mary L.; Dunn, Ken American Mathematical Monthly, v102 n1 p19-22 Jan 1995 ISSN: 0002-9890 Available From: UMI Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080) Describes a vision of the use of mathematics portfolios for mathematics majors, how to organize the portfolio, items that might be included, and portfolio evaluation. (MKR) Descriptors: Higher Education; *Majors (Students); Mathematics Education; *Mathematics Instruction; *Portfolios (Background Materials); *Student Evaluation Identifiers: *Alternative Assessment EJ502757 CS749646 Strong Talk Rustles My Bones: Writing Portfolios for Self- Discovery. Kapler, Rebecca Luce; Oster, John E. English Quarterly, v27 n1-2 p30-34 Fall-Win 199 1995 ISSN: 0013-8355 Document Type: POSITION PAPER (120); CREATIVE WORK (030); JOURNAL ARTICLE (080) States that teachers who view themselves as writers experience the same sort of mental changes that regular writers do. Explains that attitudes about writing change, and higher interest in all things relating to writing increases. Argues that keeping a portfolio of writings is beneficial in the development of writing skills, even in writing poetry. (PA) Descriptors: *Creative Writing; Higher Education; *Poetry; * Portfolio Assessment; *Portfolios (Background Materials); *Writing Attitudes; *Writing Processes; Writing Skills Identifiers: Canada; *Writing Development EJ505629 SE554232 Portfolios for Learning and Assessment in Physics. Slater, Timothy F. Physics Teacher, v32 n6 p370-73 Sep 1994 ISSN: 0031-921X Available From: UMI Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080) Describes the use of portfolios in college-level physics courses. Includes sample student materials, student reactions to portfolios, and portfolio assessment scoring criteria. (MVL) Descriptors: College Science; *Evaluation; Higher Education; Physics; *Portfolio Assessment; Science Education; *Science Instruction EJ491786 RC510294 Keeping Students at the Center: Portfolio Assessment at the College Level. Gordon, Rick Journal of Experiential Education, v17 n1 p23-27 May 1994 ISSN: 1053-8259 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) A teacher educator describes how presentations of portfolios by students and evaluation of the portfolios by classroom peers replaced the usual final exam in a foundations of education course. A learning experience in itself, the portfolio presentations allowed students to reflect on their own learning and to demonstrate it using their own constructions of meaning. (SV) Descriptors: *College Students; Higher Education; *Learning Experience; *Peer Evaluation; Personal Narratives; *Portfolios (Background Materials); *Student Evaluation; *Teacher Education Identifiers: Authentic Assessment; Student Centered Assessment EJ486650 HE532724 Student Portfolios: A Comprehensive Approach to Academic Advisement. Funk, Gary D.; Bradley, Jan NACADA Journal, v14 n1 p46-49 Spr 1994 ISSN: 0271-9517 Available From: UMI Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Student portfolios provide academic advisors and college students a useful vehicle for assessment and decision making. By setting goals, developing strategies, monitoring progress, and sharing ownership, students and advisors develop a holistic approach to assessment that is mutually beneficial. Portfolios contain varied work and are tailored to the individual. (Author/MSE) Descriptors: *Academic Advising; *Counseling Techniques; Decision Making; *Evaluation Criteria; Evaluation Methods; Higher Education; Planning; *Portfolios (Background Materials); *Student Evaluation EJ484815 CS747730 The Semester Portfolio. Murray, Mary Ellen Bulletin of the Association for Business Communication, v57 n1 p34- 35 Mar 1994 ISSN: 8756-1972 Available From: UMI Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080) Advocates the use of a portfolio approach to teaching business writing. Describes how a semester portfolio can be prepared by the student. Gives guidelines for the portfolio, suggestions for portfolio evaluation, and the benefits of such an approach. (HB) Descriptors: *Business Communication; Business Education; Business English; Higher Education; International Communication; *Writing Assignments; *Writing Instruction Identifiers: *Portfolio Approach EJ474977 SE551914 The Use of Portfolios to Assess Student Learning. Barrow, Dorian A. Journal of College Science Teaching, v22 n3 p148-53 Dec-Jan 199 1994 ISSN: 0047-231X Available From: UMI Document Type: TEACHING GUIDE (052); JOURNAL ARTICLE (080) Target Audience: Teachers; Practitioners Describes how one teacher and 46 general chemistry students used portfolios as part of the evaluative process. Argues that any worthwhile assessment must address questions about the inevitable impact of testing on students and their learning. (PR) Descriptors: Chemistry; *College Science; *Evaluation Methods; Higher Education; Science Education; *Science Instruction; *Student Evaluation; Teaching Methods Identifiers: *Authentic Assessment; *Portfolio Performance Appraisal Systems ED378574 CS214688 Portfolio Assessment, English Majors, and Curriculum Development. Frick, Jane Mar 1994 19p.; Paper presented at the Conference on College Composition and Communication (45th, Nashville, TN, March 16-19, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: POSITION PAPER (120); CONFERENCE PAPER (150) The English major at Missouri Western State College has five separate emphases. The English education and English literature emphases are traditional majors with required courses in literature, language and composition. The other emphases are technical communications, public relations, and writing. Since the state recently started requiring public higher education institutions to institute major exit exams, instructors at Missouri state have had to devise testing methods for each of the five English major emphases. For the literature and English education emphases, the department has adopted a commercially available nationally-normed test for major assessment--the ETS English Literature Test. No standardized tests are available for the other emphases. For these, a portfolio system of assessment has been adopted. Faculty agreed that each portfolio should include: (1) a professional resume; (2) a reflective essay of self-assessment; and (3) several writing pieces from major courses. For each of the emphases these requirements have been tailored slightly. For the technical communications portfolio, for instance, students must include three reviews of their work which are to be written at various points over their college career. The public relations and writing portfolios use a "course approach" in designating pieces for the portfolio. One writing project must have been written for a literature course, another for their internship, others from journalism courses. (TB) Descriptors: *English Curriculum; *Evaluation Methods; Higher Education; *Majors (Students); *Portfolio Assessment; Portfolios (Background Materials); State Legislation; *State Standards; *Student Evaluation Identifiers: Curriculum Emphases; *Missouri Western State College ED377194 SP035650 College Entries into Portfolio Assessment--Why, How, and What To Watch Out For. Hauser, Jerald 6 Oct 1994 18p.; Paper presented at the University of Redlands "Linking Liberal Arts and Teacher Education" Conference (San Diego, CA, October 6, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); REVIEW LITERATURE (070) This paper examines the use of student portfolios for assessment at the college level. Portfolios, which have recently been used extensively on the elementary and middle school levels, are collections of artifacts gathered to represent a student's work. After describing current dissatisfactions with the dominant standardized testing student assessment format, the paper discusses precursors to portfolios in earlier educational practice which often involved student demonstration of achievement through public actions or actual products. The next section describes the ways in which portfolio efforts should advance student skills in work planning, task prioritizing, and logical thought as well as having an overall student enabling quality. A section on types of portfolios describes the portfolio as a "purposeful" collection of student work organized in one of three common formats, the "best work" portfolio, the developmental portfolio, and the lab or workshop model. A following section lists reasons why teachers are enthusiastic about portfolios. A section on selecting portfolio content offers 13 abstract guidelines and concepts to assist artifact selection and 15 concrete guidelines. A section on judging portfolios offers suggestions and cautions. A discussion of the place of portfolios at the college level explores challenges to their introduction and suggests seven standards for evaluation: introduction, positive appearance, organization, mediation, significant meanings, position papers, and originality. Contains 23 references. (JB) Descriptors: College Instruction; *College Students; Elementary Education; Evaluation Criteria; Evaluation Methods; Evaluation Problems; Higher Education; *Portfolio Assessment; Portfolios (Background Materials); Preservice Teacher Education; *Student Evaluation Identifiers: Portfolio Performance Appraisal System; Preservice Teachers ED371702 HE027545 Portfolios: A Capstone Activity for Students in Freshmen Seminar. Langsam, Deborah M. Feb 1994 18p.; Paper presented at the Annual National Conference on the Freshman Year Experience (13th, Columbia, SC, February 18-22, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION (141) Target Audience: Teachers; Practitioners Students often arrive at universities ill-prepared for the reflective practice needed to derive maximum benefits from a Freshman Seminar. At the University of North Carolina at Charlotte, portfolio projects are semester-long assignments in which the portfolio serves as a capstone activity to help freshmen more thoroughly analyze their first year experiences and more meaningfully integrate them into their overall academic and personal development. Freshman Seminar portfolios contain a selective collection of "best work" developed during a student's first semester at college, chosen by the student to show his or her progress and growth. The portfolio is also a way to build in accountability for quality performance in the seminar. Portfolio entries fall into three categories: those which show evolution and change, those which illustrate accomplishment, and those which encourage integration and application. The model is easily adapted to other types of seminars. For discipline-based seminar courses, the assignments could include a "State of the Discipline" section and a "Future Trends" section. Techniques are offered for avoiding pitfalls in portfolio assignments. Sample evaluation grids are provided. An appendix contains a student handout describing the portfolio assignment. (JDD) Descriptors: Accountability; *Assignments; *College Freshmen; Elective Courses; Evaluation Methods; Higher Education; Models; * Portfolios (Background Materials); *Seminars; Student Development Identifiers: *Freshman Seminars; Portfolio Performance Appraisal Systems; *University of North Carolina Charlotte ED370132 CS214345 Views from the Cellar: Students' Versions of Portfolio Assessment. Nelson, Alexis Mar 1994 12p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (45th, Nashville, TN, March 16- 19, 1994). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); RESEARCH REPORT (143) A study at a state university examined a portfolio method of evaluation in two freshmen composition classes; in both, the portfolio was used as a pass-fail method of ensuring department-wide standards. A professor attended two different composition classes and did the work for each; in addition, eight students were interviewed from those classes three different times during the semester. Results indicated that freshmen were initially very confused about the purpose of the portfolio method. When their teacher told them that the portfolios were more an evaluation of her teaching than their writing, they took her at her word. Students then constructed a meaning for portfolios that deflected their attention from their writing, and stood in opposition to the stated goal of the portfolio program. Students were also very frustrated with the lack of actual commentary on the final portfolio evaluations. While midterm evaluations provided space for the commentator's observations, the final evaluation form did not; much to their chagrin, most students received only a single comment, such as "Congratulations." Despite such formalistic difficulties, however, many of the students found the portfolio method worthwhile finally. It developed skills of self-criticism, attention to audience, a respect for persuasive writing, and a willingness to revise writing to make it consistently strong. (TB) Descriptors: Case Studies; *College Students; *Freshman Composition; Higher Education; *Portfolios (Background Materials); *Student Attitudes; Student Evaluation; Student Reaction; Teaching Methods; Writing Evaluation; Writing Research Identifiers: *Composition Theory; *Portfolio Approach ED362090 HE026698 College Student Portfolios: A Representational Format for "Best Profile" Dimensions. Hauser, Jerald 27 Apr 1993 13p.; Paper presented at the Meeting of the International Reading Association's Panel of Speakers (San Antonio, TX, April 27, 1993). EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150) Target Audience: Teachers; Practitioners The use of portfolio creation with teacher education students is one way to enact the spirit and practices associated with the "true testing" movement. True testing advocates relevant work, in-context work, metacognitive work, self-evaluation, peer-collaborations, work commitment, self-directedness, successive work drafts, and work affectivity. Developmental portfolios contain work samples that represent student growth in one or several areas over time (e.g., successive drafts of an essay as well as the final teacher-scored version). Representational portfolios contain various examples of a student's best work without inclusion of successive draft or model creations. Students can also be asked to produce portfolios with developmental and representational dimensions over a full semester. Criteria for portfolio evaluation include: (1) positive appearance; (2) organization of contents; (3) mediations; (4) significant meaning; (5) position papers; and (6) originality. Students receive the teacher's standards for evaluation and choose to submit examples for their field work and position papers on teaching theory. The final production stage involves student initiatives as they plot portfolio content, a higher order thinking process. Teachers can facilitate this process with explanations, encouragement, and time for student pairs and critique groups to exercise helpful input and feedback. The portfolio work is a fine opportunity for critical and creative thinking experiences. (JB) Descriptors: College Instruction; College Students; Evaluation Methods; Higher Education; *Portfolios (Background Materials); Student Evaluation; *Teacher Education; Teacher Education Programs; *Teaching Methods; Undergraduate Study Identifiers: *Alternative Assessment; *Portfolio Approach ED373674 HE027660 Using Records of Achievement in Higher Education. Assiter, Alison, Ed.; Shaw, Eileen, Ed. 1993 160p. ISBN: 0-7494-1111-2 Available From: Kogan Page Limited, 120 Pentonville Rd., London N1 9JN, United Kingdom (16.95 British pounds). Document Not Available from EDRS. Document Type: COLLECTION (020); BOOK (010) This collection of 22 essays examines the use of records of achievement (student profiles or portfolios) in higher and vocational education in the United Kingdom. They include: (1) "Records of Achievement: Background, Definitions, and Uses" (Alison Assiter and Eileen Shaw); (2) "Profiling in Higher Education" (Alison Assiter and Angela Fenwick); (3) "Records of Achievement and Admission to Higher Education" (Richard Gretton); (4) "Passport Scheme" (Heather Hughes Jones); (5) "Recording of Achievement within Accreditation of Prior Learning: A Case for Three Capabilities" (Lovemore Nyatanga and Jane Fox); (6) "Portfolio Development for National Vocational Qualifications" (Howard Foster); (7) "Some Institutional and Practical Implications of Introducing Records of Achievement" (Ros McCulloch); (8) "Maintaining the Ethos of Records of Achievement in Higher Education Curriculum and Assessment" (Lesley Cooke and Maggie Taylor); (9) "Using Portfolios for Personal and Career Development" (Roger Harrison); (10) "The Record of Achievement as a Learning Resource for All Students" (Marilyn Wedgewood and Joyce Godfrey); (11) "Profiling and Assessment of Professional and Personal Transferable Skills Acquired by Students on a BSc Honours Course in Psychology" (Beryl Starr); (12) "Using Portfolios to Record Progress and Assess Achievement" (Roger Payne and others); (13) "Developing Student-Centred Records of Achievement on an M. Eng. Course" (Roy Gregory and Lin Thorley); (14) "Records of Achievement in Relation to Personal Learning" (Katherine Cuthbert); (15) "Student Empowerment Through the Recording and Reviewing Process: Theatre in Education with Student Teachers" (Karen Carter); (16) "Using Information Technology for a Student-Produced Record of Achievement" (Keith Selkirk); (17) "Diploma of Personal and Professional Development" (Helen C. Gladstone); (18) "Recording Learning and Development on Sandwich Placements" (Sue Drew and Keith Willis); (19) "Self- Development: The Buck Stops Here" (Nigel Smalls); (20) "Records of Achievement and Self-Development: A Business Initiative in Argos" (Danny Moy); (21) "Why Use Records of Achievement? An Employer's Perspective" (Rob Bellis); and (22) "The Future Role of Recording Achievement" (Alison Assiter and Eileen Shaw). Some papers contain references. (MDM) Descriptors: *Academic Achievement; College Admission; College Curriculum; Definitions; *Educational Attitudes; Educational Trends; Employer Attitudes; Evaluation Methods; Foreign Countries; *Higher Education; Individual Development; Information Technology; Institutional Role; *Portfolios (Background Materials); Professional Development; Student Centered Curriculum; Student Development; *Student Evaluation; *Vocational Education Identifiers: *Records of Achievement (United Kingdom); United Kingdom ED360648 CS213977 Going beyond Assessment: Turning Portfolios into Tools for Student Reflection. Fairchild, Ruth Mar 1993 13p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (44th, San Diego, CA, March 31- April 3, 1993). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: CONFERENCE PAPER (150); NON-CLASSROOM MATERIAL (055); RESEARCH REPORT (143) To research the implications of portfolio assessment for student learning and teacher methodology, a teacher examined the interplay of reflection and evaluation in her expository writing class of 12. In a semester-long intermediate-level class, students wrote a draft of a paper each week, with each paper then going through multiple drafts. Students were also asked to write reflective notes on the backs of their drafts describing how they thought the draft had turned out, sharing ideas they had for the next draft, and asking for specific feedback from the instructor. Although many students were hesitant and unsure of what to say at first, once begun, the note-writing activity became a valued part of the kind of dialogue that can make a class a community of writers. The samples of reflective writing from students included evaluative language; therefore, students were encouraged to collaborate to develop evaluative criteria. As a result, they began to build their vocabulary about writing and the criteria to evaluate it. (Sample criteria lists are appended.) (NH) Descriptors: College Students; Expository Writing; Formative Evaluation; *Group Unity; Higher Education; *Portfolios (Background Materials); Teacher Student Relationship; *Writing Evaluation; *Writing Processes; Writing Research Identifiers: *Portfolio Approach; *Self Talk; Writing Contexts EJ435528 CS742639 Portfolios: Collaborative Authentic Assessment Opportunities for College Developmental Learners. Valeri-Gold, Maria; And Others Journal of Reading, v35 n4 p298-305 Dec-Jan 199 1992 ISSN: 0022-4103 Available From: UMI Document Type: JOURNAL ARTICLE (080); TEACHING GUIDE (052) Advocates the use of portfolios for educational assessment of college developmental learners. Discusses recent development of portfolios, factors influencing their use, literacy-based portfolio assessment, sample contents, managing the portfolio, and portfolios as collaborative reflection. (SR) Descriptors: College Students; Higher Education; *Portfolios (Background Materials); *Remedial Reading; *Student Evaluation Identifiers: Alternative Assessment ED354509 CS213647 Student Writers Practicing Self-Assessment. Stern, Caroline Mar 1992 11p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19- 21, 1992). EDRS Price - MF01/PC01 Plus Postage. Document Type: CONFERENCE PAPER (150); POSITION PAPER (120) Writing portfolios, which provide samples of a student's writing over a period of time, are an excellent vehicle for giving faculty a new resource for teaching students self assessment. Since the portfolios include concrete evidence of a variety of writing assignments, students also learn that writing is a developmental process. This development can be most provocatively demonstrated by having students look at their first assignment next to one near the end of the course, an activity which tends to convince even skeptics that they are improving. To institute a course that involves student peer evaluation, a diversity of assignments is the most useful. The initial assignment should be open to students, allowing them to demonstrate their own strengths and weaknesses, and may include a self-assessment as writer. Students must be taught the language and vehicles of assessment, meaning that criteria should be spelled out clearly. The teacher's goal should be to establish, announce, model and use the criteria for evaluation throughout the term. Students should, near the end of the term, prepare their portfolios for classroom use. After careful self-assessment, the student and teacher negotiate long and short term writing goals for the student. The overall process shows students that they can take ownership of their learning to become writers, and student end-of-term comments illustrate the usefulness of portfolios, especially in showing students how they have progressed in concrete terms. (HB) Descriptors: College Students; English Instruction; Higher Education; *Peer Evaluation; Peer Teaching; *Portfolios (Background Materials); *Self Evaluation (Individuals); Student Attitudes; Student Evaluation; *Writing Achievement; *Writing Improvement; *Writing Instruction Identifiers: Writing Development EJ437917 HE529353 Capturing the Richness of Student Outcomes with Qualitative Techniques. Bunda, Mary Ann New Directions for Institutional Research, (No. 72 Using Qualitative Methods in Institutional Research) v18 n4 p35-47 Win 1991 ISSN: 0271-0579 Available From: UMI Document Type: JOURNAL ARTICLE (080); EVALUATIVE REPORT (142); NON-CLASSROOM MATERIAL (055) Target Audience: Administrators; Researchers; Practitioners Development of a portfolio of achievement by each student, based on departmental definitions, can satisfy the assessment needs of the student and department faculty. The portfolio is a vehicle for monitoring student progress and initiating synthesis within a field of study. Portfolio building in the fine arts offers an example. (MSE) Descriptors: College Students; *Curriculum Evaluation; Evaluation Methods; Fine Arts; Higher Education; *Institutional Research; *Outcomes of Education; *Portfolios (Background Materials); Qualitative Research; *Research Methodology; *Student Records ED306894 HE022619 Portfolio Assessment. Dagavarian, Debra A. Feb 1989 9p.; This report is one of a group gathered by the AASCU/ERIC Model Programs Inventory Project, funded by the Fund for the Improvement of Postsecondary Education to the American Association of State Colleges and Universities, in collaboration with the ERIC Clearinghouse on Higher Education. For related documents, see HE 022 565-617, HE 022 619-643 and HE 022 645-659. EDRS Price - MF01/PC01 Plus Postage. Document Type: PROJECT DESCRIPTION (141) The portfolio assessment process at Thomas A. Edison State College is described in this report. Through portfolio assessment, the school helps students identify and gain credit for college-level skills and knowledge acquired through work, volunteer activities, independent reading, military or corporate training, and life experiences that may be hard to demonstrate by traditional methods. Students earn college credits by proving what they know, regardless of how they learned it. They put together a portfolio of documents, paperwork, and evidence that verifies college-level knowledge. Portfolio advisors help students review rough drafts of material, identify the best documentation, verify learning, and make relevant decisions about their portfolios. Documentation can include such things as computer programs, poems, artwork, tapes, and letters from employers. The entire assessment process may take from a month to a year, and students may begin working on the portfolios at any time during the year. If the student has a great deal of knowledge in a particular field but no documentation to prove it, it is possible to opt for an exam. A portfolio includes the course description, narrative, and evidence. A qualified faculty assessor reviews the portfolio and makes recommendations either to award or deny credit or requests additional information or testing. About 90% of all credits requested through this program are awarded. (Author/SM) Descriptors: Access to Education; College Students; *Credentials; Educational Innovation; *Experiential Learning; Higher Education; Models; *Nontraditional Education; *Portfolios (Background Materials); *Prior Learning; Program Descriptions; State Colleges; Work Experience Identifiers: *AASCU ERIC Model Programs Inventory Project; *Thomas A Edison State College NJ