Eportfolio: Tool for Student Career Development and Institutional Assessment
Eportfolio: Tool for Student Career Development and
Institutional Assessment
Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D.
Introduction
Eportfolio Use:
•Developmental Portfolios•Focused on learning outcomes
•Provide evidence of students’ learning
through-out college career
•Must be meaningful and reflect learner’s
competencies, abilities and efforts
•Used for more than 2 decades in assessment
process
•Communicates learning outcomes to faculty,
parents and coordinates instruction and
assessment within one platform
Eportfolio Use:
•Career Oriented Portfolios•Used to showcase student’s relevant
experiences, knowledge and skills
•Used by employers to determine level of work
preparation student has attained prior to or after
graduation
•Provides tangible evidence of those skills and
experiences listed on a traditional resume
•Provides students with a way to develop
awareness of their strengths and weaknesses,
establish goals for professional development and
as an online profile for job application process
Eportfolio for Student’s Career
Development
• Use of Digication
• Example of Career
ePortfolio
• Example of Tangible
Career Portfolio
• Example of Assignment
• Example of Grade
Rubric
• Employer feedback on
use of ePortfolio vs.
Tangible Portfolio
• Student feedback on
use of ePortfolio vs.
Tangible
INTERVIEW PORTFOLIO/ePORTFOLIOFashion Merchandising Majors
In developing the portfolio, it is the student’s task to write
descriptions of each learning experience and provide evidence
that the learning has actually been acquired through relevant
activities or artifacts.
The student will need to explain within the descriptions of
learning activities how they were involved and what learning took
place or competencies gained and how these relate to their
professional career goals.
Such evidence or documentation will vary depending on the type
of experiences involved currently or have had previously and
courses completed.
Reflection Statement on Learning
Prompts
• Each Learning Artifact has a Reflection
Statement on the learning acquired using the
following prompts:
– 1. How did this course/experience prepare you
for your professional career choice/internship?
– 2. How did this experience allow you to grow as a
person, strengthening your skill set or
knowledge?
– 3. What did you learn about yourself through this
experience?
Grade Matrix – Total of 100 Points
•
•
•
•
•
Professional Presentation of ePortfolio/Portfolio
Professional Resume
Professional References
Detailed Table of Contents
Learning Experience has the appropriate Artifacts
representing your Major Course Skills and
Knowledge; leadership experience and any other cocurricular or life experiences
• Each Learning Artifact has a Reflection Statement on
the learning acquired.
Grade Matrix Continued
• Organization makes sense with any links to
media, or artifacts incorporated appropriately
• Writing Mechanics satisfies all standards: Text
has no errors in grammar, capitalization,
punctuation and spelling
• Text is concise and easy to read and message
is clear
• Resume is in the approved format for
Interviewing
FROGFOLIO EVALUATION CRITERIA
Instructors: Please use this evaluation sheet to shape the comments and feedback you provide students.
Students: Please use this evaluation sheet to self-assess your portfolio.
Excellent
Demonstrates superior understanding
and application of Frogfolio concepts
Very Good
Demonstrates strong knowledge but
application is not consistently
outstanding
Yes
No
Evidence of reflection, integration, and
intention throughout
Effective Home/About Me introduction page
Personal Goals set and thoughtfully
conceived
Coursework examples provided and reflected
upon
Co-curricular experiences provided and
reflected upon
Evidence of reflection and work toward TCU
Learning Goals (optional)
Portfolio’s visual appeal
Overall
assessment
CHECKLIST
Resume included
Appropriate profile photo
Grammar & mechanics meet professional
standards
Adequate
Sufficient ability to grasp and apply
Frogfolio concepts
Satisfactory
Minimal ability that includes obvious
deficiencies or absence in some areas or
sections
Not Satisfactory
Unable or unwilling to perform
Eportfolio for Program and
Institutional Assessment
• Use of Chalk and Wire
• Example of Assessment
ePortfolio
• Example of Alternative
Learning Experience
Course syllabus and
assignments
• Example of assessment
rubric
• Student feedback on
use of ePortfolio within
ALE course
• Faculty feedback on use
of ePortfolio for
program assessment
Study Abroad/Away SLOs
Student Learning Outcomes
•
•
•
•
Analyze the essential knowledge and
skills acquired in various college
courses within your discipline which
were utilized in this experience. (in
the discipline)
Analyzes the essential knowledge and
skills acquired in courses outside your
discipline in core curriculum which
were utilized in this experience.
(beyond the discipline)
Analyze the essential knowledge and
skills acquired in experiences outside
the classroom which were utilized in
this experience. (beyond academics)
Analyze the interconnectedness of
knowledge)
•
•
•
Analyze the interconnectedness of
knowledge and skills developed
within your discipline, in your general
education courses, and in
extracurricular experiences. (making
connections)
Assess the impact of the applied
learning experience on the
development of your global
awareness in the context of
academic, political, social, cultural,
and/or economic environments.
(global awareness)
Assess the experience and ascertain
the larger implications as they apply
to the discipline and beyond.
(broader impact)
Rubric Assessed
Questions?