Portfolio Strategies for Student
Engagement
Carolyn Oldham
Adjunct Instructor, Librarian
Library Science
Rio Hondo College
Portfolios … what are they?
• Used:
– Within a sequence of classes
– Within one class
– To document learning journey over one course,
several courses or throughout an entire program
•Website: http://eportfoliolearning.weebly.com/ (links, ppt, examples
of handouts, tutorials, etc)
eportfoliolearning.weebly.com
Portfolios
• Documenting learning in an ePortfolio … is a way for
learners to explore and reflect on their knowledge by
asking critical questions about where and how their
knowledge was derived and what to learn next.
• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning
with ePortfolios: A Guide for College Instructors Wiley.
eportfoliolearning.weebly.com
Types of Portfolios
Career
ePortfolio
Educational
Process
Showcase
Paper
eportfoliolearning.weebly.com
Hybrid
(both)
Portfolio types
•Process: Students create a product and then later reflect on the
process by answering thought-provoking questions. The important part
here is getting the students to think about their learning. Allow time to
reflect or ask more questions.
•Showcase: This type of portfolio seeks to highlight the students’ best
work. Showcased work will allow students to populate their digital
footprint, create a longitudinal learning inventory, and show growth
over time.
•Hybrid (In-Between): This is a combo of the two portfolios above.
Allows for best work to be showcased but over time demonstrating
process.
Holly Clark: Beginner’s guide to creating a digital portfolio.
http://www.hollyclark.org/2014/03/23/a-beginners-guide-to-creating-digital-portfolios-2/
eportfoliolearning.weebly.com
Physical Formats
•Paper portfolios
eportfolios
eportfoliolearning.weebly.com
ePortfolios
•ePortfolios: emphasize on technology, software, programs such as
websites
–Office (Word, Excel, PowerPoint)
–Websites
•Blogging
•Wordpress, other website creation sites
–Multimedia authoring programs
•Flash, Adobe Captivate
eportfoliolearning.weebly.com
Portfolios as a Format
• The accidental ePortfolio
• Finding a format that:
• facilitated student reflection and engagement
within the course
• provided evidence of learning.
• Begin with action research and inquiry
eportfoliolearning.weebly.com
Action Research
• Practical approach to professional inquiry.
• The improvement of practice, its understanding and the
situation in which it takes place.
– Carr and Kemmis (1986)
– http://edglossary.org/action-research/
eportfoliolearning.weebly.com
Action Research
•Definitions: defining your practice and what you are
enacting
•Involved:
–Course structure
–Movement towards reflective, discursive format of teaching
eportfoliolearning.weebly.com
Reflection
• Reflection as essential to the use of a portfolio in a class setting.
• Iteration: learning which emphasizes process
• Students reflect on concept, task or knowledge several times
during the term
• Social Pedagogies
• Engages students in communication intensive tasks where the
representation of knowledge for an authentic audience is central
to the construction of knowledge.
Connect to Learning: http://c2l.mcnrc.org/category/pedagogy-practices/social-practices/
eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Bass, R. Designing for Difficulty: Social Pedagogies as a Framework for Course Designhttps://blogs.commons.georgetown.edu/bassr/social-pedagogies/
Simplified
Process
learning
Voice and
purpose
Authentic
Audience
Student
Feedback
Reflection
eportfoliolearning.weebly.com
Portfolio Definitions
•Portfolios are generally considered a collection of materials
–“Collection of evidence that is gathered together to show a person’s
learning journey over time, and to demonstrate their abilities”.
• Butter, P. (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. eCDF ePortfolio Project.
Massey University College of Education
eportfoliolearning.weebly.com
Portfolio Definitions
•“Systematic collections of student work selected to provide information
about students’ attitudes and motivation, level of development and
growth over time.”
• Kingore, B. (1993). Portfolios: Enriching and Assessing All Students (1st ed.). Des Moines: Leadership
Publishers Inc.
•“Purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas.”
• Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar
(Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.
eportfoliolearning.weebly.com
Artifacts
•What is contained in portfolios are what we call artifacts:
–Documents
–Images
–Videos
–Charts
–Other types of visual or writing pieces
•Artifact is wide open, it could be a writing piece for a writing course, it could be a financial
analysis work for a course in business.
eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Barrett, H. http://electronicportfolios.org/
History of Use
•Use of portfolios early on were in visual courses where students
produced portfolios of artwork or other types of evidence of
improvement mainly in visual design courses
•Researchers including Helen Barrett began to draw the concept into
other disciplines and areas and developed use of these in other
disciplines:
•http://electronicportfolios.org/ (multitude of sources of eportfolios,
software, use)
eportfoliolearning.weebly.com
Portfolios in Specific Fields
•Medicine
•Nursing
•Two areas which have used portfolios to document clinical learning
Examples
http://sfsueportfolio.myefolio.com/sfsugalleries/nursing
eportfoliolearning.weebly.com
Benefits to ePortfolios
•For ePortfolios, there are benefits seen in:
–Skills development related to technology: Students have to use
some type of electronic technology to develop a portfolio.
–Access: easily made available to the student, instructor, or made
public.
–Portability: student can take with them, after a course or a program.
eportfoliolearning.weebly.com
Benefits to ePortfolios
•ePortfolios offer a framework within which students can personalize
their learning experiences, and create different representations of their
learning experiences tailored to specific audiences while also
developing multimedia capabilities (Chen and Penny Light, 2010).
• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A
Guide for College Instructors.
eportfoliolearning.weebly.com
Benefits to ePortfolios
•An advantage of the ePortfolio:
–capturing evidence in a range of formats, including written
documents, audio recordings, videos, and digital photographs.
• Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A
Guide for College Instructors.
eportfoliolearning.weebly.com
Consortiums and Institutional Research
• Research points to the contributions of e-portfolios to increased
student engagement, retention, learning skills, professional identity
development, and self-direction.
• Connect to Learning
– http://c2l.mcnrc.org/evidence/
• Association for Authentic, Experiential and Evidence-Based Learning
–http://www.aaeebl.org/
eportfoliolearning.weebly.com
•Connect to Learning is a FIPSE-funded community of practice, linking eportfolio leadership teams from twenty-four campuses in a shared
effort to learn from each other, document effective practices, and
develop a resource for the field.
• Eynon, B et al (2014). Completion, Quality, and Change: The Difference E-Portfolios Make. Retrieved from
http://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-e-portfoliosmake
eportfoliolearning.weebly.com
•AAEEBL (“able”), the Association for Authentic, Experiential and
Evidence-Based Learning, serves as a professional association dedicated
to supporting educational leaders committed to educational
transformation relevant to 21st century learners. We are best-known
for promotion of eportfolios as a high impact practice that encourages
learners to reflect on their learning and to learn more deeply as a result
of their reflection process.
• http://www.aaeebl.org/
eportfoliolearning.weebly.com
ePortfolio Program
•La Guardia Community college: example of an institution wide wellknown portfolio program [not just online], which all students are
required to participate in to graduate.
•Their student body is very diverse with many first-generation college
students and recent immigrants.
•Their campus-wide use of portfolios provides evidence of student
learning and also promotes ownership of learning by students.
eportfoliolearning.weebly.com
LaGuardia Community College
•Examples of portfolios by LAGCC students:
•http://eportfolio.lagcc.cuny.edu/gallery/
eportfoliolearning.weebly.com
LaGuardia Community College
•Student Engagement, Pass Rates, Retention
–Quantitative Data
–Comm. College Survey of Student Engagement (CCSSE)
–Qualitative feedback
–Student outcomes (pass rates, retention)
•CCSSE Survey indicates pass rates/retention higher in courses
employing eportfolios
• Electronic Portfolios 2.0: emergent research on implementation and impact, 2009. Chapter 6:
Making Connections: the LaGuardia ePortfolio.
eportfoliolearning.weebly.com
LaGuardia Community College
•Two important considerations:
•Visual Creativity
–Integration of visual and written
–Takes advantage of new literacy; abilities of technology to enlarge
how we generate and exhibit knowledge
•Interdisciplinarity
–‘Crossing boundaries”
–‘Leaky seams .. between making sense of different experiences”
•How students reflect naturally and consciously about how day-today events overlap in their learning
eportfoliolearning.weebly.com
Individual Applications of Portfolios-ePortfolios
•Research for individual courses is not as plentiful.
• Fourie & Niekerk (1999) Using portfolio assessment in a module in research
information skills. Education for Information, 17: 333-352.
•Use of portfolio evaluation in Information Literacy courses:
–Need for authentic evaluation.
–Offered insight into student learning
eportfoliolearning.weebly.com
Individual Applications of ePortfolios
•Research for individual courses is not as plentiful.
•Sonley et al. (2007). Information Literacy Assessment b Portfolio: a case
study” Reference Services Review, 35.1: 441-70.
•Use of eportfolio evaluation in Information Literacy courses:
•Original project:
–Bibliography of sources
–Critical evaluation of process of low quality with little analysis.
•Developed portfolio with 3 components of
–bibliography, evidence of search processes
–critical reflection on process
–evaluation of sources
eportfoliolearning.weebly.com
Individual Applications of ePortfolios
•Conclusions
–Improved student performance on a bibliography on
topic chosen by student
–Provided evidence of student learning
–Portfolio suited to information literacy as it allowed
formative assessment throughout the process of
construction
• Sonley et al. (2007). Information Literacy Assessment by Portfolio: a case study”
Reference Services Review, 35.1: 441-70.
eportfoliolearning.weebly.com
Process or Product?
•Helen Barrett (2010) describes the value of a learning portfolio as:
•The real value of an e-portfolio is in the reflection and learning that is
documented therein, not just the collection of work (Barrett, 2010).
eportfoliolearning.weebly.com
A Process
Collect
•Collect: gather items based on portfolio purpose
•Select: criteria for choosing items
•Reflect: significance of each item
•Connect: publish, feedback
Connect
ePortfolio Center, U.S. Dept of Education.
https://sites.google.com/site/resourcecentereportfolio/home
Process
Reflect
Adapted from
http://www.cwahlksu.info/2014/03/21/
reflection-17-eportfolios-for-teachers/
eportfoliolearning.weebly.com
Select
Translates to ePortfolios
Traditional vs.
ePortfolio
Collecting
Archiving
Selecting
Linking/thinking
Reflecting
Storytelling/narrative
Connect
Collaborating
eportfoliolearning.weebly.com
Process?
•Focus on reflection.
•Research into portfolio use in education has linked reflection and
learning and the development of a portfolio:
•“…Neither collection nor selection of pieces to be incorporated into a
portfolio are worthwhile learning tasks without a basis in reflection’
(Kimball, 2005).
eportfoliolearning.weebly.com
Class Applications
•
•
•
•
•
Fundamentals of Library Research
3-credit course, online section
Satisfies CSU, UC credit for library research course
Technical skills such as online searching, citation formatting
Theoretical aspects of information and society
– Rio Hondo College: Fund Library Research 101: This course promotes information literacy by introducing
students to the resources available in an academic library, including books, online catalogs, online
databases, and Web sources. Students learn how to define their research problem, apply appropriate
search tools, analyze and evaluate information and search strategies, and use information ethically and
legally. The critical thinking skills and research strategies learned in this class will benefit students who need
to find information for college-level research assignments, career demands, and lifelong learning.
eportfoliolearning.weebly.com
Variety and Application of Skills and Knowledge
• Wide variety of skills
• Wide application of skills
• Integration of skills and knowledge
eportfoliolearning.weebly.com
Course outline
•Basic skills [Weeks 1-4]: searching online catalogues, online
subscription databases, learning/reviewing some basic skills in
technology
•Weeks 5-10: 2-week units on Topic Development, Advanced Searching,
and Citation formatting.
•Weeks 11-15: new media sources, more searching skills (internet)
evaluation of sources, and theoretical aspects of information in society.
eportfoliolearning.weebly.com
Types of Knowledge
Course Goals
Facts about catalogs,
databases
Classification Schemes
(Library Congress, Dewey)
Investigate the scope, content,
organization, and help features
of information retrieval systems
Search Databases
Internet
Boolean Search, Other
Search Types
Understand need to evaluate sources
Identify a research
topic
Formulate questions
Plagiarism
Theoretical aspects
Copyright
Intellectual property
eportfoliolearning.weebly.com
Three areas of focus
• Reflection: reflection upon prior knowledge or experience, which feeds into
conceptualizing what has been learned, resulting in new experiences based upon
what they have learned. (Kolb, 1994)
• Choice Student choice in what is included in the portfolio. This depends on the
program. Ranges from completely student choice to required elements
• Ownership Leads to ownership of learning
eportfoliolearning.weebly.com
Reflection
•Reflection in education, with the concept originated by Dewey (1933),
refers to:
–Cognitive activity for monitoring, evaluating and modifying thinking,
or a process and to assist in moving to a next level of skill or
accomplishment.
–The concept of reflection is linked essentially to development
–Studies link reflection, and the use of portfolios as a learning tool
(Butler, 2006, Saito, 2007).
eportfoliolearning.weebly.com
Ownership
•A goal of the course is for students to engage in life-long learning, which
is a part of the course description:
–The critical thinking skills and research strategies learned in this class
will benefit students who need to find information for college-level
research assignments, career demands, and lifelong learning.
eportfoliolearning.weebly.com
Criteria for Life-Long Learning
Technology
•ACRL (Association for College and Research Libraries:
–Information literacy is related to information technology skills, but has broader
implications for the individual, the educational system, and for society. Information
technology skills enable an individual to use computers, software applications,
databases, and other technologies to achieve a wide variety of academic, work-related,
and personal goals. Information literate individuals necessarily develop some
technology skills.
–http://www.ala.org/acrl/standards/informationliteracycompetency
Initiative, independence, reflection
•Essential Learning Outcomes:
–AAC&U VALUE rubric, incorporating independence, reflection and initiative in learning
eportfoliolearning.weebly.com
Reflection in Online Learning
• In a study of Online Learning by the Dept of Education (2010) through an extensive
literature review of quantitative studies of online instruction, key findings included:
–Online learning can be enhanced by giving learners control of their interactions with media and
prompting learner reflection.
–Overall, the available research evidence suggests that promoting self-reflection, self-regulation
and self-monitoring leads to more positive online learning outcomes. Features such as prompts
for reflection, self-explanation and self-monitoring strategies have shown promise for improving
online learning outcomes (p. 4-5)
–Means, B.; Toyama, Y.; Murphy, R.; Bakia, M.; Jones, K.. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and
Review of Online Learning Studies. US Department of Education. May 2009. Retrieved from
https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
eportfoliolearning.weebly.com
•When students know that peers are looking at and commenting on their
e-portfolio, its value as a learning experience is significantly enhanced.
• Eynon, B (2014). Completion, Quality, and Change: The Difference E-Portfolios Make.
https://www.aacu.org/publications-research/periodicals/completion-quality-and-change-difference-eportfolios-make
eportfoliolearning.weebly.com
Reflection, again
•Dewey (1933) originated concept of reflection:
–Form of problem solving connecting several ideas together by linking each idea
with its predecessor in order to resolve an issue
•Kolb (1984):
–Having an experience is not sufficient to learn or acquire KNOWLEDGE..
–Reflection is necessary to gain understanding of concepts engaged in the
experience and test concepts under new conditions.
–Allows practical skills to be applied in a number of meaningful situations.
eportfoliolearning.weebly.com
Fund of Library Research
•Discussion threads (11 per semester)
•Assignments
•Core assignments (bigger assignments on topic development, search
skills and citation formatting)
•Quizzes/final exam
•Annotated bibliography final project
–MLA formatted
–Citations formatting
–Annotations for some sources
–Research questions and thesis statement
eportfoliolearning.weebly.com
Types of Reflective and group Exercises – Lib 101
% of
reflection
exercises
out of final
points**
0
Group
Discussions
Exercises
(11, 25 pts
(group blog, each)
wiki)
0
Additional
Reflection
exercises
[blog,
journal]
0
0
275
230
8
0
2
50-75
275
Fall 11-Fall 50
14
200
25
60-100
15
0
275
Spring
2015
150
20
150
22
0
275
Rough draft
Spring 07Fall 08
Spring 09
Spring - 11
Final
bibliography
(Fall 2011
(total points
PPT
including
presentation)
rough draft)
0
250
% of reflective
exercise to
final
bibliography
20
70
**1000 total points
eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Rough Draft … to Reflective Exercise
• Rough Draft due Week 12 - should
include
• 1) potential topic statement;
• 2) two paragraphs on aspect of
topic
• 3) at least three possible sources in
MLA citation format Include all
these sections to get 50 pts for
rough draft
• http://eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Rough Draft … to Reflective Exercise
•Artifacts: presentation to illustrate some of steps of their development
of topic
List of keywords (concept map) search strategies
citation
formatting
•Began with: 4 artifacts: include to present to class
•Spring 2015: 11 artifacts: revise/additional material
eportfoliolearning.weebly.com
Rough Draft … to Reflective Exercise
Revise for inclusion
in portfolio
Collection
Selecting
Reflecting –
revisions/additions
Connecting -presenting
eportfoliolearning.weebly.com
Reflection Exercises
•PowerPoint Presentation
–4-5 artifacts: Concept Map, Annotation, thesis statement and a summary or
description of search techniques
–11 artifacts: concept Map, thesis statement, Research Questions, Search
example, Citation example, annotation, journal entries (3), choice of one
additional assignment, summary of process
eportfoliolearning.weebly.com
Reflection Exercise
Post a journal entry (120 words, 1-2 paragraphs) about what you have
learned over Week 1-4.
–Describe at least 3 Key Concepts that you found interesting, and that you can
apply to upcoming exercises, or to academic work in general.
–Some suggestions: definitions of technology/Internet; online
catalogs: including field names, keywords, subjects, subject versus keyword
searching; online databases: field searching, Boolean searching, or, any other
concepts you find useful.
–Also, if you have any questions about Weeks 1-4, include questions in your
reflection.
–http://eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Reflection Exercise
•To include in Final portfolio:
•Revising of journal entries (do at least two of the following):
–correcting for grammar/punctuation
–adding websites that might be related to your journal entry,
–add additional paragraph with additional reflection about one more Key
Concept]
–http://eportfoliolearning.weebly.com
eportfoliolearning.weebly.com
Process and Product
• Process: reflection on, and documentation of learning process
• Product:
– Materials or artifacts student chooses to include
– Serves as final project in class
– Assessment is summative, with grades awarded at end of term
Lane, Cara “Technology and Change” Electronic ePortfolios 2.0, Stylus, 2009.
eportfoliolearning.weebly.com
Organizers and Checklists
• How to
document
process?
eportfoliolearning.weebly.com
Matrix
•Matrix rubric
for
assessement
of gen ed
requirements
Diller & Phelps. Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an
Information Literacy Program. Librarieseportfoliolearning.weebly.com
and the Academy Vol. 8, No. 1 (2008), pp. 75–89.
Groupwork as social pedagogy
•Audience
•Positioning
–Of peers
–Of instructor
•Backstage interaction
eportfoliolearning.weebly.com
Technology?
Three Iterations of a Portfolio Project
Microsoft PowerPoint
Google Docs
Google Blogger
eportfoliolearning.weebly.com
ePortfolio technology
• Whole range of options
• Generic Tools:
– Word processing
– HTML editors,
– multimedia authoring tools,
– portable document format (PDF), and other commonly used productivity
tool software.
• customized systems approaches (CS) that involve servers, programming, and
databases
• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Ppt
presentation retrieved from
eportfoliolearning.weebly.com
Technological Issues?
eportfoliolearning.weebly.com
Technological Issues
•When learning new tools, use familiar tasks
•When learning new tasks, use familiar tools
• Barrett, Helen (2004). Online Portfolios, Pros and Cons of Different Software, Services, and Strategies. Ppt
presentation retrieved from http://electronicportfolios.com/web20.html
eportfoliolearning.weebly.com
Google Blog
• Link
eportfoliolearning.weebly.com
Connect2Learning
http://c2l.mcnrc.org/technology/ Two examples of implementation of
portfoflios: Salt Lake Community College uses
free websites for students to create
portfolios
eportfoliolearning.weebly.com
•SLCC Use of Technology
•http://slcc.mcnrc.org/tech-story/
eportfoliolearning.weebly.com
Commonly Available Tools
•
•
•
•
•
Powerpoint
Accessible to Students
Readily available through programs provided at school labs
Easily transfer to Google Docs
Integrate in any CMS
eportfoliolearning.weebly.com
Course Management Capabilities vs. Stand Alone Sites
• Course Management Capabilities
• Weebly
• Pathbrite
• Stand Alone Sites
– Google Drive
– Google sites
– Evernote
• My sample Google Blog:
http://lib101rhc.blogspot.com/
eportfoliolearning.weebly.com
Weebly student websites
http://www.weebly.com
eportfoliolearning.weebly.com
Questions to Ask
•
•
•
•
Can student work be made public
Can students view and comment on each other's work?
Can the teacher provide feedback for the student privately?
Does the platform allow for multiple file types (documents, sound files, video
files)
• What are the costs for using the tool or platform?
• Can a teacher create a teacher account and student accounts, or do students
sign up on their own?
• Can the tool be integrated into an existing SMS or other school-wide
database and/or gradebook?
eportfoliolearning.weebly.com
Course Management versus Portfolio or blog sites
• Portfolio sites now offer features of course management system
– Discussion forums
– Assignment submission
– Course materials
– Embedded media
eportfoliolearning.weebly.com
Where did I end up?
Evidence and Transparency
•Evidence of learning
–To other students
–As process of learning
–As summative assessment at end
•La Guardia findings:
–Visual and textual integration
–Interdisciplinarity
eportfoliolearning.weebly.com
Semester
assignments/discussion
threads
Portfolio
Presentation
‘one-shot’
assignments
Organized
presentation
eportfoliolearning.weebly.com
Improvements in course performance?
•Improvement in completion
•Chang (2007) found that self-perceived learning performance was
significantly enhanced by use of web-based portfolio assessment among
junior high students in two computer classes.
eportfoliolearning.weebly.com
Students demographics
•From intro survey each semester:
–Adult students
–Working students
–Students with family responsibilities
•Adult learning theory
–Adults are characterized by maturity, self-confidence, autonomy, solid decisionmaking, and are generally more practical, multi-tasking, purposeful, selfdirected, experienced, and less open-minded and receptive to change.
–8 Important Characteristics Of Adult Learners http://elearningindustry.com/8-important-characteristicsof-adult-learners
eportfoliolearning.weebly.com
eFolio Thinking
• Adult students supported by:
• Reflective Practice
• eFolio as a way to
• Reflection
• ownership
eportfoliolearning.weebly.com
Pedagogic Tool
• Promote, assist and improve students’ learning
• Inform teaching and learning
• Provide cognitive framework for learning and teaching
eportfoliolearning.weebly.com
Course Organization, Integration
•
Portfolio assignments as advance organizers
•
•
•
•
Identifying Critical Content
Importance of effectively cueing critical information
Advance organization of content
Course Integrators
–
ePortfolios as course integrators. Mason et al (2004) reported that a
majority of students found the portfolio served as a course
integrator:
–
Mason, R., Pegler, C., Weller, M. (2004). E-Portfolios: an assessment tool for online learning. British
Journal of Educational Technology 35.6: 717-727. Retrieved from
http://caeldompel3.pbworks.com/f/E-portfolios.pdf
eportfoliolearning.weebly.com
Formative and Summative Assessment
A process used by teachers and students during instruction that provides
feedback to adjust ongoing teaching and learning to help students
improve their achievement of intended instructional outcomes.
A tool used after instruction to measure student achievement which
provides evidence of student competence or program effectiveness.
eportfoliolearning.weebly.com
Responses to Spr 15 semester survey of Lib 101
Research Powerpoint: Choose as many options below that are relevant to
you in describing the Research Presentation [only the Powerpoint
presentation, not bibliography portion of final project]. If something is not
listed, include under "Other'" (Mandatory )
Response
Relevant to coursework in other subject areas
Helped me in understanding course concepts
Helpful in reviewing prior assignments and revising for inclusion
Is something I can 'take away' from the class as a finished proposal
Helped me see the process of developing a topic and searching for sources
Seemed like a lot of work
Was not helpful as a final project
Other Option
eportfoliolearning.weebly.com
# responses
5
4
4
4
3
2
2
1
percent
20.00%
16.00%
16.00%
16.00%
12.00%
8.00%
8.00%
4.00%
88.00% 1 skip
References
• http/eportfoliolearing.weebly.com/
•
Barrett, Helen. http://electronicportfolios.org/
•
Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero &
R.A. DeVillar (Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill.
•
Light, Tracy Penny; Chen, Helen L.; Ittelson, John C. (2011-11-18). Documenting Learning with ePortfolios: A
Guide for College Instructors.
•
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• Saito, H., Miwa, K. (2007). Construction of a learning environment supporting learners’ reflection: A case of
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References
•Sonley, V. et al. (2007). Information literacy assessment by portfolio: a
case study, Reference Services Review, 35.1: 41-70. Retrieved from
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