ePortfolio Assessments:Engaging Students and Faculty to Measure Program Student Learning Outcomes

By: Anthony Cuomo, Joy Ogami-Avila & Mary-Jo Apigo, Ed.D

Outcomes By the end of this presentation, participants should be able to:

• Explain how ePortfolios can be used to assess program learning outcomes

• Describe the benefits of using ePortfolios for assessment

• Identify strategies for creating an ePortfolio assessment project

• Explain how ePortfolio assessments support the 4th pillar of guided pathways: Ensure learning

Evolution of West Los Angeles College Portfolio

Competency based education Competent students are individuals who are qualified to begin work in their careers because they can think critically and apply

the necessary skills in today’s complex work environment.

Background

ACCREDITATION TEAM VISIT AND

THEIR FEEDBACK

WE NEEDED HELP (IT’S OK TO

GET SUPPORT WITH

ASSESSMENT)

INSTITUTIONAL EFFECTIVENESS

PARTNERSHIP INITIATIVE PEER

RESOURCE TEAM VISIT

RECOMMENDATIONS EFOLIOASSESSMENT

PILOT

Overview of Project

Definition of e-Portfolio: A focused purposeful collection of student work that documents evidence of traditional and nontraditional sources of student learning, progress and achievement over their academic careers.

The focus is on providing evidence through educational work, projects and experiences that support program learning outcomes.

https://www.wix.com/ is a great, free-source for developing e-folios.

Requirements of student in the portfolio project

• West Los Angeles College students create a portfolio to highlight their academic accomplishments that support established program student learning outcomes (PSLO’s) during the duration of their designated academic program.

• Students submit one project for review and a brief reflection. Students will be evaluated before graduation from their designated program. Grading rubrics will be provided.

What type of work is in a Portfolio?• Portfolio submissions must be students own work.

• The submission should be very high quality and clearly demonstrate competency.

• Examples of some possibilities include case studies, presentations, research papers, special projects, skills assessments, ethical/legal scenario reviews, literature critiques, community projects, etc.

• References must be comprehensive and span the curriculum as much as possible for each submission. Submitted work should relate clearly to the competency area.

Student Reflection • Each example submitted in the portfolio must have

reflection preceding it that explains the work and the process of becoming competent in that particular program learning objective area.

• The reflection should orient the reader to the intent of the assignment/project, at what stage in the program when the work was developed and why the entry demonstrates PSLO competence. Students may also reflect the challenges faced and how they overcame them.

This Photo by Unknown Author is licensed under CC BY-NC-ND

Faculty Guidance

Faculty members initiating the e-folio process assist students to create an e-folio that highlights their program learning outcomes. As students complete academic evidence for a particular program learning outcome, they can connect samples of their work to a PLO.

Faculty members who are working with students who have already established e-folios continue to provide feedback and coursework opportunities that show continued support of learning outcome areas. (Building meta-cognition)

Each portfolio is reviewed using an evaluation rubric by the faculty member. The comments and scoring are provided to each student. The student is given choices of (1) no revisions, (2) optional revisions to improve their grade, or (3) mandatory revisions that must be completed before they graduate from the program.

Coordinators

PLO/ ILO Coordinator

Dean of Teaching & Learning

Dialogue Assessment Coordinator

Recruitment

• Goal of at least 10 faculty

• First, focused on CTE

• Expanded to English and Spanish Faculty

Virtual Norming

https://finejdh2017.wixsite.com/mysite

1https://docs.google.com/forms/d/1M8z6YnoM3xhWXxT_klcjBZ98nJNbvaeB6gHv5TGMJCQ/edit

2https://hhm025.wixsite.com/hhm025

3https://docs.google.com/forms/d/11B65sfeU8az2Dv1moLyTW_xZX59AibP-1j8DTrT0MeA/edit

4

Norming Session Results

• We learned that faculty found it easier to assess a portfolio when a student lists the student program learning outcomes (PSLO) in their portfolio next to corresponding assignment. A best practice for portfolio assignment instructions would be asking students to do this before the assessments are due.

• Faculty reported how portfolio aesthetics impact assessment. Distracting aesthetics can impact our perception of students’ work and could impact our ability to easily find or access specific assignments within portfolios.

• Last, we considered the ranking system of 3,2,1… For example, if I ranked all portfolios as 3’s, what might that say about how I understand outstanding or excellent work.

Assessment/Data Collection

Procedure:

1. Collect eFolio assignments from students

2. Use the rubric to assess each assignment.

3. After all eFolios were assessed, faculty complete the google survey form to report back all data: https://goo.gl/forms/MD73MUaMNYWuMHRq1

4. Submit a few samples to coordinators for review and future norming

Results/Debrief

• Professional Development/ Certificates of Participation Awarded

• Meet with faculty to discuss experience

• Ask participants to invite and recruit more faculty to adopt portfolio's

Student Samples

• https://campjdh2017.wixsite.com/jerico-campbell

• https://reemafm98.wixsite.com/gothiclitsyllabus

Activity • Instructions: Please review the Dental Hygiene

ePortfolio using your laptop, tablet or smart phone: http://finejdh2017.wixsite.com/mysite

• After reviewing the ePortfolio, please review the student program learning outcomes listed below and locate each project specific to SPLO and rank how the project addresses the SPLO.

• Once you have assessed the ePortfolio, please consider the discussion questions

ePortfolio Assessments:Engaging Students and Faculty to Measure Program Student Learning Outcomes

By: Anthony Cuomo, Joy Ogami-Avila & Mary-Jo Apigo, Ed.D