Electronic Portfolios and the
Authentic Assessment of Economics Majors
Steven C. Myers
The University of Akron
Myers@uakron.edu
http://GoZips.UAkron.edu/~myers
Presented to the Robert Morris Conference on Teaching Economics:
Instruction and Classroom Based Research
February 18, 2005
Electronic Portfolios and the
Authentic Assessment of Economics Majors
By the end of this presentation you will

Be able to define an electronic portfolio

define and explain authentic assessment

Compare and contrast authentic and traditional assessment

Know how to set up an authentic assessment

Know that portfolios are authentic

Learn four questions to guide your assessment stategy

Understand how the Economics department at The University of
Akron is beginning its assessment strategy

See an example of a student portfolio
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
An Electronic Portfolio is defined as

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A collection of authentic and diverse evidence,
Drawn from a larger archive representing what a
person or organization has learned over time
On which the person or organization has reflected,
and
Designed for presentation to one or more audiences
for a particular rhetorical purpose
Definition of the National Learning Infrastructure Initiative (NLII) cited by
Barbara L. Cambridge, American Association for Higher Education (AAHE),
“Economic Portfolios: Why Now?” on Educause Live, Feb 11, 2004.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
What is Authentic Assessment?
Reference:
Authentic Assessment Toolbox
http://jonathan.mueller.faculty.noctrl.edu/toolbox
Jon Mueller
Professor of Psychology
North Central College
Naperville, IL
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
What is Authentic Assessment?
A form of assessment using
 real world tasks
 application of essential knowledge and skills
 problems likely to be found after formal
education is completed
 demonstrations of mastery of competencies
Borrowed heavily from Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
What is Traditional Assessment?
“the curriculum drives assessment”


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The body of knowledge is determined first.
That knowledge becomes the curriculum that is
delivered.
The assessments are developed and administered to
determine if acquisition of the curriculum occurred.
Borrowed heavily from Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
What is Authentic Assessment?
“the assessment drives the curriculum”



First determine the tasks that students will need to
perform to demonstrate their mastery
Then develop the curriculum that will allow that
performance
And designed so that the acquisition of essential
knowledge and skills must occur.
Borrowed heavily from Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Attributes of
Traditional Assessment vs Authentic Assessment
1.
2.
3.
4.
5.
Selecting a response
Contrived
Recall /
Recognition
Teacher-structured
Indirect evidence
1.
2.
3.
4.
5.
Performing a task
Real-life
Construction /
Application
Student-structured
Direct Evidence
Quoted from Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Why Use?
Authentic Assessments …


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Are direct measures
Capture the constructive nature of learning
Integrate teaching, learning and assessment
Provide multiple paths to demonstration
Borrowed heavily from Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
How do you create
Authentic Assessments?
1.
Set standards or proficiencies
2.
Design authentic tasks
3.
Look for achievement of criteria
4.
Discriminate performance based on a rubric
--Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
How do you create
Authentic Assessments? 4 questions!
1.
Set standards or proficiencies
2.
Design authentic tasks
3.
Look for achievement of criteria
4.
Discriminate performance based on a rubric
“What should students be able to do?”
“What indicates students have met these
standards?”
“What does good performance on this task look
like?”
“How well did the students perform?”
--Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Are Portfolios Authentic?

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Considers process and development of skills
Not just test scores
Focuses on meaningful collection of student
performance
Includes meaningful student reflection
Includes evaluation of that work.
--Jon Mueller
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Walstad suggests student portfolios in
assessment of the economic major…
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“Assessing the economics major is a more difficult challenge
than assessing student performance in a particular economics
course.
“Assessment using student portfolios offer a solution for
evaluating whether a student has the attributes or proficiencies
of an economic major.
“Those students with difficulties would be given time to prepare
new items or revise previous work. The process of portfolio
assessment … merits further exploration.”
William B. Walstad, “Improving Assessment in University
Economics,” Journal of Economic Education, Summer 2001.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Bill McKeachie suggests…


portfolios “…demonstrate the progress that has
been made, … the student’s best work, or better
yet, the student’s descriptions of how the work
helped his or her development” (p. 92).
He often finds evidence of learning he would have
otherwise missed, but warns that “unless you
provide instruction on how to construct a portfolio
and describe the criteria you will use in evaluating
it, assessing reliably will be difficult” (p. 94).
Bill McKeachie. McKeachie's Teaching Tips: Strategies, Research,
and Theory for College and University Teachers. 11th ed. Boston:
Houghton Mifflin, 2002.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
OK, with that motivation, lets address
Assessment of the Economic Major…
Zippy
1.
2.
3.
4.
February 18, 2005
What learning outcomes,
standards or proficiencies do we
care about?
How aligned are our processes
to these outcomes?
How committed are we to
continuous improvement?
How can we integrate
undergraduate learning across
the various major and allied
courses ?
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(1) What Learning Outcomes Do We Care
About? The Hansen proficiencies…


“Completing the major, even with … grades that may suggest
… mastery, does not mean that graduates are effectively
equipped to use their knowledge and skills, … nor be good
value to prospective employers, society and themselves.”
“… the economic profession gives too little attention to what
we expect majors to do with their knowledge after they
graduate.”
W. Lee Hansen. “Expected Proficiencies
for Undergraduate Economics Majors,’ Journal of Economic
Education, Summer 2001
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(1) What Learning Outcomes Do We Care
About? The Hansen proficiencies…


“the proficiencies approach focuses on what graduating
majors can do with the knowledge and skills they acquire in
the major.”
“The question we face is how to best move towards a
proficiencies approach to economics teaching and learning.”
W. Lee Hansen. “Expected Proficiencies
for Undergraduate Economics Majors,’ Journal of Economic
Education, Summer 2001
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(1) What Learning Outcomes Do We Care
About? The Hansen proficiencies…
… via the undergraduate curriculum:
1.
Access to existing knowledge.
2.
Display command of existing knowledge.
3.
Interpret existing knowledge.
4.
Interpret and manipulate economic data.
5.
Apply existing knowledge.
… via a Senior Project
6.
Create new knowledge.
W. Lee Hansen. “Expected Proficiencies
for Undergraduate Economics Majors,’ Journal of Economic
Education, Summer 2001
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(1) What Learning Outcomes Do We Care
About? (an example for comparison)
Six Principles of Undergraduate Learning
1.
2.
3.
4.
5.
6.
Core communication and quantitative skills
Critical thinking skills
Intellectual depth, breadth, and adaptation
Integration and application of knowledge
Understanding society and culture
Values and ethics
ePort project of IUPUI
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(2) How aligned are our processes to the
Learning Outcomes?
Review the curriculum.
1.
What kind of students
are we producing?
2.
How do we currently
meet the Learning
Outcomes in our
present courses?
3.
How can we insure
that the current
courses produce the
desired learning
outcomes?
February 18, 2005
What’s missing at UAkron?

A Computer Skills for Economic
Analysis course.

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Doing economics
Scaffolding computer skills
Creating an electronic portfolio
A Capstone Course

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Senior project that creates new
knowledge.
Perfecting the electronic portfolio
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
2000 Curriculum revision Capstone Course
Electronic Portfolio
Course
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(2) How aligned…
Why a course to scaffold computer skills?
1.
2.
3.
4.
5.
6.
Students can not adequately function in class or in
the job market without good computer skills.
Students have different initial endowments of
computer skills.
Too much class time wasted in upper division classes
on computer skill scaffolding.
Professors will not require or expect a skill if they do
not have the time to provide the scaffolding needed.
Professors may try and students get frustrated and
the professor gets disappointed.
Too much opportunity for learning is missed without
the requisite skill being assumed.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(2) How aligned…
Why electronic portfolios?
1.
2.
3.
4.
5.
6.
Students learn to build and update a website.
Students learn the value of appearance and
presentation of their work.
All submissions to the portfolio is instantly available to
all faculty in the department including their advisor.
Students may choose to place their portfolio on the
world wide web (but not required).
Students may represent themselves to potential
employers by offering a web address or providing a CD.
The department requires the portfolio for graduation.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(3) How committed are we to continuous
improvement?

The faculty needs to know whether
students are achieving the Hansen
proficiencies.




February 18, 2005
At least one artifact per proficiency
required
A written reflection on the artifact is
included
An assessment of the artifact and how it
meets the Learning Outcome.
Students demonstrate growth by the
progression of artifacts and reflections
included in the portfolio.
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(3) How committed are we to continuous
improvement?

The portfolio allows for both formative assessment and
summative assessment of competencies learned.


The portfolio allows for formative and summative
assessment of the major through graduation.

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Begins as a course portfolio for assessment by the
instructor.
Becomes a comprehensive portfolio for assessment by
the advisors and other faculty.
The portfolio allows for summative assessment of the
curriculum in the department of economics.



February 18, 2005
Emerges as a professional portfolio to show employers.
Becomes an artifact in the department’s portfolio of
portfolios for assessment by the faculty.
Provides authentic assessment and evidence for
accreditation visits.
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(3) How
committed
are we to
continuous
improvement?
Portfolio
Evaluation
Form
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(3) How committed are we to continuous
improvement?
Comprehensive Assessment (formative and summative)
includes:
 CATs (Classroom Assessment Techniques)


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Graded Assignments (summative and mastery)
SETs or Assessment of Learning

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Midterm assessment
End of course (college requirement)
Electronic Portfolios

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During class, often applied
Once a semester
Exit Interview and Alumni Surveys

At graduation and periodic intervals
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Not on the web
On the web
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(4) How can we integrate
undergraduate learning across
the various major and allied courses?
Electronic Portfolios



Heightens students’ perspective that
courses are indeed related across the
curriculum.
Are available to all faculty who can look up
students past work in relevant courses.
Other students can learn from prior
students’ experiences.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
(4) How can we integrate
undergraduate learning across
the various major and allied courses?
The Senior Project
 Culminates a theory track and a quantitative
track of study.
 Integrates by definition much of what has
been experienced before.
 Is the opportunity for the student to “create
new knowledge” (Hansen’s 6th)
 Becomes linked in the portfolio.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference
Reviews of Electronic Portfolios
from Syllabus, NLII, Educause, AAHE, …
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Batson, Trent. “The Electronic Portfolio Boom: What’s It All About?”
Syllabus, December 2002.
NLII. “Electronic Portfolios -NLII 2002-2003 Key Theme, National
Learning Infrastructure Initiative” (website) at
http://www.educause.edu/nlii/keythemes/eportfolios.asp, cited March
2004.
Barrett, Helen. “Using Technology to Support Alternative Assessment
and Electronic Portfolios,” (website)
http://www.helenbarrett.com/portfolios.html, cited March 2004.
Cambridge, Barbara L. Electronic Portfolios: Emerging Practices for
Students, Faculty and Institutions, American Association for Higher
Education (AAHE), 2001, 204 pp.
(http://webcenter1.aahe.org/electronicportfolios)
Ittelson, John C. “Building an E-dentity for Each Student,” Educause
Quarterly, Number 4, 2001.
February 18, 2005
Electronic Portfolios and Assessment
GoZips.uakron.edu/~myers
Robert Morris Univ.
Teaching Economics Conference