ePortfolio Assessment Pilot
Agenda
Purpose of the ePortfolio assessment pilot
CSD use of ePortfolio
English department use of ePortfolio
Future applications
Questions
ePortfolio Assessment Pilot
Spring 2009
Three programs
Communication Sciences and Disorders
Electrical and Computer Engineering
English
GOAL is “for you to become familiar with the
assessment features in ePortfolio and, as you develop
this familiarity, for you to provide feedback to the
development team so the application can be enhanced
to support assessment and reporting.”
Formative Assessment and
ePortfolio
Shannon Godsey
Communication Sciences and Disorders
Formative assessment
The purpose of formative assessment is to monitor
students’ acquisition of knowledge and skills during
educational preparation (asha.org)
ASHA mandate
Documented evidence of student learning and feedback
process
Formative assessment process
Determine outcomes
Analyze for program
improvement
Review student
choices and provide
feedback
Identify opportunities
for evidence
(measurement)
Determine when to
assess
History
First year of implementation is 2004-2005
Initial process
Students assessed at four levels
ePortfolio as medium of assesssment
Required elements = specific assignments
Portfolios reviewed annually by two faculty members
No coordination
No analysis
Current
Process changes
New undergraduate outcomes
ePortfolio as medium for assessment
Required elements = general requirements/student
choice
Portfolios reviewed annually by one faculty member;
changes each year
Single coordination and analysis
Results reported at first meeting of the year
Outcomes
Where do they come from?
Professional standards
Department goals
Faculty agreement
CAA Knowledge and Skills
Acquisition requirements
Step one of planning template
Determine outcomes
Identify opportunities
for evidence
(measurement)
Analyze for program
improvement
Review student choices
and provide feedback
Determine when to
assess
Due 15 October
Outcomes in ePortfolio
Located on Community home page
TERM ALERT!
Communities
educationally purposeful areas within ePortfolio where
members are directed to collect items that reflect learning
around desired program area objectives (learning
outcomes). Communities may be designed to support
formative and/or summative assessment and reporting.
Required evidence
Determine outcomes
Analyze for program
improvement
Evidence of knowledge and skills is
demonstrated through required elements
that contain materials chosen by the
student
Review student choices
and provide feedback
TERM ALERT!
Elements
Each discrete information record in your
ePortfolio collection is considered an
element
Materials
Materials consist of files you upload and
web addresses you link to in your
ePortfolio collection.
Step two of planning template
Due 13 November
Identify opportunities
for evidence
(measurement)
Determine when to
assess
Evidence in ePortfolio
Required elements are communicated through the
collection guide (TERM ALERT!)
Due dates
Determine outcomes
Analyze for program
improvement
Portfolio are submitted annually for each
academic level
Review student choices
and provide feedback
Specific elements are due throughout the
academic year
Complete portfolios due April for juniors as
part of CSD 4010 (portfolio development)
Completed portfolios are due in March for
seniors and is a requirement for graduation
Identify opportunities
for evidence
(measurement)
Determine when to
assess
Review
Determine outcomes
Identify opportunities
for evidence
(measurement)
Analyze for program
improvement
Assigned to a faculty reviewer each year
Review student choices
and provide feedback
Submit portfolios to reviewer and
coordinator
Determine when to
assess
Reviewers complete review tool and turn
into coordinator for record keeping and
analysis
Step three of planning template
Due 15 December
Review tool
Simple assessment
Outcomes assessment
Analysis: Program
development
2006-2007
80-100% completion rate except one
element
Diagnostic element was less than 70%
complete
Reviewed reasons
Discussed solutions at department
retreat
Changed approached in courses and
experiences
Determine outcomes
Analyze for program
improvement
Review student choices
and provide feedback
Identify opportunities
for evidence
(measurement)
Determine when to
assess
Analysis: student level
Why ePortfolio?
Privacy and security
Consistency and/or change as needed
Convenient for use beyond college
Ability to demonstrate growth, self-assessment, and
awareness
Multiple methods
Tips to designing
Outcomes
Collection guide
Clear and obvious design
Coordination
True position, not an add-on
Use the tool
Communities
Outcomes
Collection guides
Portfolio templates
Assessment tools
Coordination
Create
collection
guides
Program
adjustment
Assign
reviewers and
due dates
Analyze data
Portfolio
course
Review annual
portfolio
ePortfolio
Collection guide
Portfolio
Element
Material
Preparation
Create
collection
guides
Student awareness
Choose
elements
Communicate
the process
Complete
portfolio
Program improvement
Review portfolios
Analyze data