Post on 12-Jan-2016
Using Electronic Portfolios to Assess Learning at IUPUI.
Trudy Banta, et. al.
Indiana University-Purdue University Indianapolis
2007
Plan
Implement
Evaluate
ImproveCulture of Evidence
PLANNING:
1. Campus mission, goals;
2. Unit goals aligned;
3. Programs based on assessable goals with Pi’s;
4. Annual reports on the Web.
Evaluation Services:
1. Assessment of learning;2. Surveys;3. Program reviews;4. Performance indicators;5. Program cost analysis;6. Web-based evaluation tools;7. Program evaluation/action research;8. Accreditation.
IMPROVEMENT AGENDA:
1. Reporting to internal constituents;
2. Demonstrating accountability,www.iport.iupui.edu.
3. Proposing improvement initiatives based on findings.
4. Improving assessment methods.
Assessment of Individual Student Development -
1. Assessment of basic skills for use in advising:• Placement;• Counseling.
2. Periodic review of performance with detailed feedback to all stakeholders.
3. End-of-program certification of competence:• Licensing exams;• External examiners.
Key Results of Individual Assessment:
1. Faculty can assign grades that are valid.
2. Students learn their own strengths & weaknesses.
3. Students become self-assessors: - “empowered;” - internal locus of control. Wm. Glasser
A Second Look
1. Across students;
2. Across sections;
3. Across courses.
1. Where is learning satisfactory?
2. What needs to be re-taught?
3. Which approaches produce the most learning for which students?
Group Assessment Activities:
1. Classroom assignments, tests, projects;
2. Questionnaires for students, graduates, employers;
3. Interviews, focus groups;
4. Program completion & placement;
5. Monitoring of success in graduate school;
6. Monitoring of success on the job.
Use of Results from Group Assessment:
1. Program improvement;
2. Institutional & / or state peer review;
3. Regional & / or
national accreditation.
Assessment of Learning:1. Faculty agreement on outcomes &
performance standards;
2. Evidence in syllabi & assignments that outcomes are taught;
3. Collective faculty review of group performance;
4. Use of findings to improve
instruction & curriculum.
.
Methods of Assessment:
1. Paper & pencil tests;2. Individual or group projects;3. Portfolios;4. Observation of practice;5. Analysis of case studies;6. Attitude or belief inventories;7. Interviews & focus groups;8. Surveys.
2006:Commission on the Future of
Higher Education.
1. Need simple way to compare institutions.
2. Institutions should be more accountable for student learning.
What happens to outcomes
assessment undertaken
to guide improvements
In
teaching & learning?
Using Electronic Assessment Methods -
We can:
1. Track progress in assignments;
2. Evaluate contributions to group projects;
3. Conduct immediate process checks to evaluate instruction;
4. Assess the quality of written work.
What is an e-portfolio?
A selection of purposefully organized artifacts that support retrospective & prospective reflection. Further, they document, assess & enhance learner achievement over time.
Why e-portfolios?1. For learners:
Track professional development; Develop capacities for meta-cognition & self-directed
learning; Integrate & apply learning.
2. For faculty: Enrich learning experiences; Base assessment on authentic performances.
3. For programs & institutions: Assessment for admissions, improvement,
effectiveness, placement & accreditation.
Principles of Learning for Leadership:
1. Core communication & quantitative skills;
2. Critical thinking;
3. Integration & application of knowledge;
4. Intellectual depth, breadth & adaptiveness
5. Understanding society & culture
6. Values & ethics.
Inside a Matrix Cell - (example)
Goal: To document competence in written communication.
Expectations:
1.You have identified a different audience & purpose for at least 2 documents.
2.You have selected information appropriate to your audience & purpose.
3.You have used two different organizational styles appropriate to audience & purpose.
4. You have used appropriate language, style, writing conventions & formats.
Dashboard/Learner Profile -
• Tasks:• Profile• Pre-
Survey• Pre-
flection• Upload
resources• Reflection
Profile Information
Connections to self-assessment tools.
Connections to Career Center; Leadership experience & Diversity.
Connections to other helpful sites.
3-D Matrix Design:
CommunicationSkills
CriticalThinking
Integration &Application of
Knowledge
UnderstandingSociety &Culture
Values &Ethics
Etc ….
Intro
Intro
Intro
Intro
Intro
Intermed
Intermed
Intermed
Intermed
Intermed
Adv.
Adv.
Adv.
Adv.
Adv.
Exper
Exper
Exper
Exper
Exper
Artifact Artifact Artifact Artifact
reflect reflect reflect reflect
Crs grade
assess
interact
Crs grade
assess
interact
Crs grade
assess
interact
Crs grade
assess
interact
•
Time/level/Linear
Objec
ts
Cri
teri
a
Agg
rega
te(R
epor
ts)
Adaptation strategies:
1. Small grants to departments & to cohort learning communities;
2. Collaboration with users to develop needed features & modify or customize existing ones;
3. Extensive faculty development & technology support.
From Cohort Through Graduation -
1. Initiation: Preflection; Reflection.
2. Capstone: Retrospective; Prospective.
Capstone
Matrix:
LIFELONG
LEARNING
POSSIBLE CAREERS
CURRENT ROLE IN
SOCIETY
PRINCIPLE OF LEADERSHIP
LEARNING -
Artifacts Artifacts Artifacts
REASON FOR BECOMING AN EDUCATIONAL LEADER.
Artifacts Artifacts Artifacts
Matrix Thinking:1. Movement from focus on original document to
focus on original document in relation to a new conceptual framework.
2. See work in new focus.
3. Results in greater depth of understanding of original work.
4. Learners can assess their intellectual growth since the original writing.
LEADS TO:
Development in reflective thinking. S. Brookfield, PRAXIS
Development in Reflection:
Ability to self assess;
Awareness of how one learns;
Developing lifelong learning skills.
Ability to Self-Assess:
Observing One’s Own Performance;
Using Feedback & Evidence;
Finding & Analyzing Patterns;
Making Judgments.