PORTFOLIOS
FOR LEARNING
& ASSESSMENT
Outcomes Assessment Spring Break Workshop 2014
Ann Fillmore
Faculty Outcomes Assessment Liaison, CTE Programs
afillmore@clark.edu
360-992-2365
WORKSHOP OUTCOMES
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Describe how portfolios support student learning
and assessment
Determine the purpose and functions of portfolios
Give examples of how portfolios benefit teaching &
learning
Consider the faculty & student roles involved with
implementation
LEARNING
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Today, we need to demonstrate how and what
students are learning
Learning occurs in many places, takes many forms,
and is represented in many ways
Learning is developmental, emerges over time, and
progresses faster in some areas than in others
Learning takes place inside and outside of the
classroom
HMMM…
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Is there a way for students to demonstrate learning
through the cumulative work rather than through
snapshot assessments and/or course grades?
Can we assess student learning in a way that shows
development of learning over time as well as provide
programs with summative information for reporting?
How can we look at an area or cluster of courses to
measure learning? (i.e. health care core courses,
learning communities, gen ed requirements)
Can all of these things be done without significantly
increasing faculty workload?
YES, WITH A PORTFOLIO!
What is a Portfolio?
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Collection of evidence that
captures learning over time
Includes a student’s own
reflection on his or her
learning
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Encourages students to integrate formal and informal
learning experiences
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The artifacts individually, and the portfolio in whole,
demonstrate mastery of learning
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A tool to assess, document, and share learning across
the curriculum
WHAT IS AN EPORTFOLIO?
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A collection of artifacts of learning in digital
format, organized and presented in a meaningful
way
COLLECT, SELECT, REFLECT
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Students collect their work
Students select the appropriate evidence or
artifact that best demonstrates proficiency
Students reflect on the evidence by writing a
rationale statement describing why he/she chose
the artifact and how it demonstrates achievement
of an outcome
INTEGRATED EXPERIENCE
Teaching
& Learning
Outcomes
ePortfolio
Technology
Content
BENEFITS
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Learning-centered
Represent and demonstrate learning outcomes more
comprehensively
Shows real learning as opposed to transcripted or
graded learning
Direct evidence and indirect evidence – artifact &
reflection (quantitative & qualitative)
BENEFITS FOR STUDENTS
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Develops metacognitive skills
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Enhances digital literacy skills
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Helps students take a holistic view of learning
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Promotes interaction between students, peers,
instructors, & advisors
Students create the presentation of their work
Portable: ability to transfer from one institution to
another
BENEFITS FOR TEACHERS
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Gain insight into the process by which students
learn, rather than just and end product
Ability to organize and specify the framework,
components, aims, and specifications
Increases student engagement, motivation, &
responsibility for learning
Makes Outcomes Assessment more meaningful
HOW CAN EPORTFOLIOS MAKE OUTCOMES
ASSESSMENT MORE MEANINGFUL?
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Based on real work of students
A collection of cumulative learning provides the
ability to measure process and product
Grounds OA to what’s happening in the
classroom (connection between coursework and
SLOs)
Students take part in the assessment cycle
PORTFOLIOS FOR LEARNING & ASSESSMENT
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Learning (development)
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Assessment (showcase)
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Used to provide feedback to
improve learning (for
student and instructors)
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Usually scored based on a
rubric and data is collected for
external audiences
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Organization is determined
by learner or negotiated
with mentor/advisor/teacher
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Usually structured around a
set of learning outcomes
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Summative – what has been
learned to date (past to
present)
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Formative: what are the
learning needs in the
future? (present to future)
PORTFOLIO STRUCTURE
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Open
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Student customizes for
own purposes/goals
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Student selects &
justifies artifacts
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Open to student’s
interpretation
learning & meeting
outcomes
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Directed-Response
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Guided Prompts
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Faculty direct the
types of submissions &
determine artifacts
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Common Assignments
TECHNOLOGY CONSIDERATIONS
It is now possible to build digital portfolios
using technologies our students are already
using in their daily life
BUILDS DIGITAL LITERACY
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Leads to innovation in documentation of learning
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A richer representation of a student’s experience
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Video
Photos
Audio recordings
Blogs
Written documents
Graphic art
For many kinds of assignments
Common assignments
 Assessments
 Capstone experiences
 Coop or internships
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FACULTY ROLE
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Ground the ePortfilio in a the stated SLOs as the
base for activities and assignments
Design learning experiences in ways that enable
students to meet the intended SLOs
Help students identify particular pieces of
evidence to submit
FACULTY ROLE
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Provide explicit structure & criteria:
Clear understanding of what is a good artifact
 How many pieces of evidence for each outcome?
 What should the rationale or reflection look like?
 Have students identify where artifacts are coming
from, date, class taken, etc.
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Provide examples
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Ex: Demonstrate use of scientific method – give clear
guidelines for steps in method
Set benchmarks
IMPLEMENTATION
HOW DO WE IMPLEMENT EPORTFOLIOS
IN OUR PROGRAMS?
• What is the purpose of the ePortfolio? What are you
hoping to achieve?
• Who will the ePortfolios serve?
• What will the portfolios tell you about the learning
experience?
• How will ePortfolios enhance the learning experience?
• Who are your learners? What technologies are they
comfortable with?
EVALUATING EPORTFOLIOS
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How will we assess/evaluate ePortfolios?
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How do we pull artifacts to assess?
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Who will assess?
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How should we determine the sample?
PLATFORMS
o Free web-based tools
o Commercial software
o In-house systems
o Portfolio Software
o Flash-drive option using
PowerPoint or other
presentation software
PORTFOLIO DEMOS
Clemson University’s ePortfolio Gallery
• http://www.clemson.edu/academics/programs/eportfolio/gallery.html
Clark College Librarians
• http://judithking.virb.com/
• http://julieaustad.net/
Clark College Dental Hygiene Program
• PowerPoint Portfolio
QUESTIONS OR COMMENTS?
Thank you for attending!
Enjoy your day!
Ann Fillmore
Faculty OA Liaison, CTE Programs
afillmore@clark.edu
360-992-2365
Toby Peterson
Faculty OA Liaison, Transfer Programs
tpeterson@clark.edu
360-992-2084
Kanna Hudson
Research and Assessment Professional
khudson@clark.edu
360-992-2265