How much is process? • How do we measure process? • What is the difference between evaluation and assessment, formative and summative? • How much of a(n e)portfolio is a product? How much a process?
student work that exhibits the student's efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection; the criteria for judging merit, and evidence of student self-reflection. – Northwest Evaluation Association (1990). Portfolios and Assessment. Paper presented at the Annual Conference for the Northwest Evaluation Association.
and variability of learning designs and opportunities in formal and informal settings in order to gather evidence of their resultant deep learning.” Trent Batson, http://www.aaeebl.org/tbb?mode=PostView&bmi=1075857
the tracking of student development over time • Emphasizes process over product • Highlights connections between assignments (and courses) • Facilitates academic richness - personal contact with instructors, advisors, and mentors
employees: • Profile provided a good feel for the candidate’s personality and fit - 50 percent • Profile supported candidate’s professional qualifications - 39 percent • Candidate was creative - 38 percent • Candidate showed solid communication skills - 35 percent • Candidate was well-rounded - 33 percent • Other people posted good references about the candidate - 19 percent • Candidate received awards and accolades - 15 percent • Doesn’t that sound like a portfolio?
of Learning • Networked and Symphonic Selves (Cambridge, 2009) • Controlled and Presented by the Student • Direct (multimedia) examples of abilities and skills • Easily coordinated to professional standards
Gather and Analyze Information About Student Achievement Of Outcomes 3. Use Information Gathered To Improve Student Learning 1. Identify And Articulate Student Learning Outcomes
our students’ achievement of learning outcomes. • Provide students and faculty a tool for organizing their assessment work. • Provide opportunities for students and faculty to reflect on teaching and learning. “We are being pummeled by a deluge of data and unless we create time and spaces in which to reflect, we will be left with only our reactions.” – Rebecca Blood
personal learning space that I could tailor to reflect the teacher I had become at this point in my teaching career. By taking the time to intricately tie together all I had learned, I found that I had a better understanding of pedagogy and application within the English classroom as well. Thus, the connections that link together each page within my ePortfolio truly create a rich realm of learning, reflecting, and applying.” -- Crystal Beach, ’09, Secondary English Education, M.Ed.
within Scholar’s ePortfolio suite: • Portfolio templates (for self/programmatic reflection) • Matrix/Forms (for high-level assessment) • Tools can be added to existing course site(s) or put in a specially-dedicated ePortfolio site.
what goes here, as the term/year progresses Students reflect, on the “big” level, about goals at the end of the term/year. Goals can be customized to include programmatic goals for each program. You can design your reflection prompts, also.
Submission notifications via email. • Evaluations can be hidden from students. • More feedback options (e.g., self-requested) • Can easily tie assignments to matrix cells, even across different Scholar sites. • Instructors/Organizers can automatically see all portfolio presentations in a site – no need for students to share with instructors!
design how they would like the new system to function • Learning Technologies does the development • Support and guidance provided by Office of Academic Assessment, OLCS, and ePortfolio Initiatives.
The Matrix • criteria/goals/etc. (rows) • time/courses/etc. (columns) • Forms - prompts within the system • Forms for reflection, feedback, and grading • Custom presentations
work be collected? • Are there specific assignments that correspond to specific goals? • Who will evaluate student work? • Who has access to student work?
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