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

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

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… 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?

Collection of evidence that captures learning over time

Includes a student’s own reflection on his or her learning

Encourages students to integrate formal and informal learning experiences

The artifacts individually, and the portfolio in whole, demonstrate mastery of learning

A tool to assess, document, and share learning across the curriculum

WHAT IS AN EPORTFOLIO?

A collection of artifacts of learning in digital format, organized and presented in a meaningful way

COLLECT, SELECT, REFLECT

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

Teaching & Learning

Content

Technology

Outcomes

INTEGRATED EXPERIENCE

ePortfolio

BENEFITS

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

Develops metacognitive skills

Enhances digital literacy skills

Helps students take a holistic view of learning

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

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?

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

Learning (development)

Used to provide feedback to improve learning (for student and instructors)

Organization is determined by learner or negotiated with mentor/advisor/teacher

Formative: what are the learning needs in the future? (present to future)

Assessment (showcase)

Usually scored based on a rubric and data is collected for external audiences

Usually structured around a set of learning outcomes

Summative – what has been learned to date (past to present)

PORTFOLIO STRUCTURE

Open

Student customizes for own purposes/goals

Student selects & justifies artifacts

Open to student’s interpretation learning & meeting outcomes

Directed-Response

Guided Prompts

Faculty direct the types of submissions & determine artifacts

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 Leads to innovation in documentation of learning

A richer representation of a student’s experience Video Photos Audio recordings Blogs Written documents Graphic art

For many kinds of assignments Common assignments Assessments Capstone experiences Coop or internships

FACULTY ROLE

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

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.

Provide examples 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

How will we assess/evaluate ePortfolios?

How do we pull artifacts to assess?

Who will assess?

How should we determine the sample?

PLATFORMSo 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 FillmoreFaculty OA Liaison, CTE Programsafillmore@clark.edu 360-992-2365

Toby PetersonFaculty OA Liaison, Transfer Programstpeterson@clark.edu 360-992-2084

Kanna HudsonResearch and Assessment Professionalkhudson@clark.edu 360-992-2265