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E Portfolios In Assessment Holtzman & Hadley


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These are the slides for our presentation at the SLOAN-C Conference in October 2009.

These are the slides for our presentation at the SLOAN-C Conference in October 2009.

Published in: Education, Business, Technology
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  • 1. Use of E-Portfolios in the Assessment of Academic & Professional Skills Diane Holtzman, MA, COGS Assistant Professor of Business Studies Amy J. Hadley, Ed. D., CCC-SLP Assistant Professor Speech Pathology & Audiology The Richard Stockton College of New Jersey Pomona, New Jersey
  • 2. Portfolios: Think about What You Collect  If you are a parent, what have you saved for your child?  What did your parents save for you?  What do you collect?  Why do you collect?  What do your collections say about what you value?  Is there a difference between what you purposefully and save and what you can’t throw away?  How can we use our collection experiences to help learners as they develop their portfolios? Holtzman & Hadley e-Portfolios & Assessment 2 Richard Stockton College of New Jersey
  • 3. E-Portfolio  Digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution.  The collection can include:  Text /Document  Graphics  Multimedia elements  Can be archived via:  Web  CD  DVD  Other Electronic Means  Source: Lorenzo & Ittelson (2005) Holtzman & Hadley e-Portfolios & Assessment 3 Richard Stockton College of New Jersey
  • 4. Sample Uses of Portfolios in Education  Institutional Portfolios  Teaching Portfolios  Student Portfolios Holtzman & Hadley e-Portfolios & Assessment 4 Richard Stockton College of New Jersey
  • 5. Institutional Portfolios  Can be used at level of: Program, School, College  Can be used to facilitate:  Program self-studies  Accreditation process  Promoting programs  Sharing best practices Holtzman & Hadley e-Portfolios & Assessment 5 Richard Stockton College of New Jersey
  • 6. Institutional E-Portfolio Example: Spelman College, Atlanta “Through use of the electronic portfolio, the college is attempting to increase student engagement in the learning process— a critical factor in promoting achievement and persistence to graduation”. Burnett & Williams (2009) Holtzman & Hadley e-Portfolios & Assessment 6 Richard Stockton College of New Jersey
  • 7. Institutional E-Portfolio Example: Spelman College, Atlanta  Used in first year experience courses.  Includes:  Reflections on the required community service experience,  Report on information literacy exercises,  Reflections on the first year of college,  Writing portfolio.  Assessment is longitudinal.  Based on college mission statement & outcomes of general educational program. Holtzman & Hadley e-Portfolios & Assessment 7 Richard Stockton College of New Jersey
  • 8. Spelman College First Year Writing Portfolio  IO.html Holtzman & Hadley e-Portfolios & Assessment 8 Richard Stockton College of New Jersey
  • 9. Teaching Portfolios: Support sharing of teaching philosophies & practices.  Key Functions of a Teaching Portfolio  collect evidence of your teaching ability  a context for your teaching  summary data on your teaching in a simple, readable format  focus on quality, not quantity  organized and its various sections relate to each other  an ever–changing, living document  allows for self-reflection  provides an opportunity to be unique, and showcase your personal style of teaching  the process of creating one is generally much more important and meaningful than the end product  Source: Ohio State University Holtzman & Hadley e-Portfolios & Assessment 9 Richard Stockton College of New Jersey
  • 10. Ohio State Teaching Portfolio  Holtzman & Hadley e-Portfolios & Assessment 10 Richard Stockton College of New Jersey
  • 11. Student Portfolios  Can support advising  Career preparation  Credential documentation Holtzman & Hadley e-Portfolios & Assessment 11 Richard Stockton College of New Jersey
  • 12. Student Portfolios  A purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas (over time).  Support Deep Learning:  Involves reflection  Is developmental  Is integrative  Is self-directive  Learners:  Construct meaning  Monitor learning  Evaluate their own outcomes Holtzman & Hadley e-Portfolios & Assessment 12 Richard Stockton College of New Jersey
  • 13. Traditional Types of Student Portfolios  Prior Learning: Usually assessed by faculty experts in the area for the purpose of assigning college credit for prior experiential learning (e.g. as would be used at Thomas Edison State College).  Comprehensive Record: Usually includes grade reports, narrative assessments from faculty, degree program plans. Documentation is usually not for generated by the student.  Credential: Used for employment. Documents skills competency.  Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures. Philadelphia: Council for Adult and Exceptional Learning. Holtzman & Hadley e-Portfolios & Assessment 13 Richard Stockton College of New Jersey
  • 14. Types of Student Portfolios  Developmental: Shows student progress and the acquisition of knowledge as a process. May show improvement in skills across time.(e.g. examples of essays or speeches across a semester)  Capstone: A collection of a student’s best work over time.  Learning Contract: Contains elements of the prior learning & developmental portfolios but is used as a toll in demonstrating acquisition of new learning. For example, the learning contract may contain anticipated learning outcomes, how learning is to be documented, the outcome measures, and methods of evaluation. The portfolio may be continually assessed. Holtzman & Hadley e-Portfolios & Assessment 14 Richard Stockton College of New Jersey
  • 15. E-Portfolios  Work can be organized at different times relative to when it was created.  People do not have to be in the same physical space to view the portfolio.  Digital materials can be reorganized and presented in different ways for different purposes.  Should provide the author with administrative privileges for organizing work and deciding who can view it.  Source: Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educase Review. Holtzman & Hadley e-Portfolios & Assessment 15 Richard Stockton College of New Jersey
  • 16. E-Portfolios  Within a course instructors manage assignments & materials within the framework of the course (e.g. on a Blackboard course site for a specific course).  E-Portfolios should be controlled by the author.  Content should be managed from a variety of courses throughout the academic career.  Allow for communication about the contents with teachers, mentors, peers, and author. Holtzman & Hadley e-Portfolios & Assessment 16 Richard Stockton College of New Jersey
  • 17. Types of E-Portfolios  Showcase E-Portfolio: Organization occurs after the work has been created. Some may use templates.  Structured E-Portfolio: A predefined organization exists for work that is yet to be created. Often used for demonstration of fulfilling certain requirements such as for certification  Learning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors’ changing interests, requirements, and understanding. Holtzman & Hadley e-Portfolios & Assessment 17 Richard Stockton College of New Jersey
  • 18. Samples of Online Portfolios  University of British Columbia  ndex.html  McDaniel College in Maryland  Holtzman & Hadley e-Portfolios & Assessment 18 Richard Stockton College of New Jersey
  • 19. Functions of Portfolios  Display range of student work over time  Provide important information about individual student progress  Allow participation of student in self-assessment of work and progress  Create a basis for evaluation of student performance and achievement  Source: Dr. Barbara Cozza, University of Scranton Holtzman & Hadley e-Portfolios & Assessment 19 Richard Stockton College of New Jersey
  • 20. Reasons to Use E-Portfolios  More active involvement of the student in the selection and design process  Unique way to display talents and abilities  Strong sense of personal responsibility and ownership  Fuller picture of student achievement  Can show examples of performance assessment  Condenses collection of data and artifacts and reduces quantity of paper handled and stored Holtzman & Hadley e-Portfolios & Assessment 20 Richard Stockton College of New Jersey
  • 21. Reasons to Use E-Portfolios  Requires reflection  Integrates technology into the instruction process  Can heighten interest in learning  Enables performances to be viewed more than once in context  Wider audience and support system for student work Holtzman & Hadley e-Portfolios & Assessment 21 Richard Stockton College of New Jersey
  • 22. Process for Constructing Electronic Portfolios (Barrett, 1998)  Decide on portfolio goals based on learner outcome goals  Decide on the assessment context  Decide on the audience for the portfolio  Determine the portfolio content  Determine the most appropriate software tools  Determine the most appropriate storage and presentation medium  Gather multimedia materials to include in the portfolio which represent the learner’s achievement  Source: Helen Barrett’s webpage on Electronic Portfolios and (1998) Holtzman & Hadley e-Portfolios & Assessment 22 Richard Stockton College of New Jersey
  • 23. Process (continued)  Record student self-reflection on the work selected and achievement of goals  Record teacher feedback on the work and achievement of goals  Organize with hypermedia links between goals, student work samples, rubrics, and assessment  Present portfolio to appropriate audience  Evaluate effectiveness of portfolio in relation to the purpose and assessment context  Sources: Barrett: Using Technology to Support Alternative Assessment and Electronic Portfolios  Barrett: The Electronic Portfolio Development Process Holtzman & Hadley e-Portfolios & Assessment 23 Richard Stockton College of New Jersey
  • 24. Authentic Assessment & E-Portfolios  Emphasis of process over product  Group work  Different learning styles  Allow student to demonstrate how learning occurred  Allows for multi-media documentation  Flexible timeline  Materials may be submitted over the span of a course or program Holtzman & Hadley e-Portfolios & Assessment 24 Richard Stockton College of New Jersey
  • 25. Sample E-Portfolio Rubric Points Skills 9-10 Meets or exceeds required quantity of artifacts; artifacts are creatively presented and well organized; shows significant level of meaningful reflection; provides strong evidence of peer and self-assessment; show an obvious investment of time and effort. 7-8 Meets required quantity of artifacts; shows some creativity and adequate organization; demonstrates some amount of meaningful reflection; includes evidence of peer and self-assessment; generally shows a good effort. 5-6 Less than the required number of artifacts; lacks creativity; shows little reflection on items; offers some peer and self-assessment; shows a limited effort. 1-4 Shows a poor effort to meet any of the requirements. Holtzman & Hadley& AndersonAssessment Source: Bauer e-Portfolios & (2000) 25 Richard Stockton College of New Jersey
  • 26. Sample Rubric ( Cozza ) Criterion 1 Novice 2 Apprentice 3 Veteran 4 Master most links work, multi-linked pages organization most links links not clear clearly labeled, easy all links work, links mechanics do not work to navigate clearly labeled only clip art clear clip art, clear no use of scanned clear clip art, clear scanned pictures, pictures pictures, good use graphics no graphics color background, no color of color, variety of some variety of background, fonts fonts no variety of fonts outstanding mostly personal info, examples of related only personal examples of related content relevancy no course work or course work or field information course work or field field samples samples examples excellent mostly integration descriptive-not some personal no reflective of experiences self reflections telling why reflection of pieces and theory, pieces were pieces thoughtful Holtzman & Hadley e-Portfolios & Assessment included 26 Richard Stockton College of New Jersey reflections
  • 27. Create Your Own Rubric
  • 28. Use of Blackboard Portfolio in SPAD Program  Authentic Assessment  For Student Self-Assessment  Continuous Improvement & Personal Reflection  Graduate School Application/Acceptance  Career Planning  To Document Learning Outcomes for Coursework  To Document Professional Association Standards  (KASA in Speech Pathology & Audiology Program)  For Program Assessment Holtzman & Hadley e-Portfolios & Assessment 28 Richard Stockton College of New Jersey
  • 29. Practical Applications  Richard Stockton College of New Jersey  School of Business: AACSB; The Association to Advance Collegiate Schools of Business  School of Health Sciences, Undergraduate Program in Speech Pathology and Audiology. Knowledge and Skills for Admission to Graduate Programs Accredited by the Council in Academic Accreditation in Audiology and Speech-Language Pathology. Holtzman & Hadley e-Portfolios & Assessment 29 Richard Stockton College of New Jersey
  • 30. AACSB Assurances of Learning  Important in the Business Accreditation for The Association to Advance Collegiate Schools of Business  Must provide  Well documented  Systematic processes  To develop, monitor, evaluate and revise the substance and delivery of the curricula  And, to assess the impact of the curricula on student learning Holtzman & Hadley e-Portfolios & Assessment 30 Richard Stockton College of New Jersey
  • 31. Standards for Undergraduate Business Degree Courses Assurances Demonstrated in the portfolio 1. Communication abilities 1. Writing assignments; video taped 2. Ethical Understanding and interviews; oral presentations reasoning abilities 2, 3, 5, & 7 d: Assignments completed 3. Analytic Skills with interactive case studies 4. Use of Information Technology “Manager’s Hot Seat” 5. Multicultural/diversity 4. Use of Blackboard and Computers understanding for development of e-Portfolio 6. Reflective thinking skills and powerpoints to accompany 7. Management Specific Knowledge oral presentations and Skill Areas a) Information Literacy 6 and 7 a, b, c, d: Interview with a b) Team Work Manager Project and Job c) Interviewing; job prep Skills Interviewing Project d) Professionalism 6. Reflective paper at end of term and reflection of their managerial style completing the “Hot Seat” Holtzman & Hadley e-Portfolios & Assessment scenarios. 31 Richard Stockton College of New Jersey
  • 32. Sample Portfolios to Demonstrate AACSB Learning Outcomes  Purposes:  Institutional: to document program outcomes.  Student: to document individual learning outcomes and to use when applying for employment or to graduate school.  Instructor: feedback for course revisions Holtzman & Hadley e-Portfolios & Assessment 32 Richard Stockton College of New Jersey
  • 33. Sample Portfolios  Business Student One (J)  Business Student Two (M) Holtzman & Hadley e-Portfolios & Assessment 33 Richard Stockton College of New Jersey
  • 34. Speech Pathology & Audiology  Purposes:  Program Assessment: To document student learning outcomes. Are students able to document knowledge and skills in clinically related courses?  Student Portfolios: To use for documentation when applying to graduate school or for employment. Holtzman & Hadley e-Portfolios & Assessment 34 Richard Stockton College of New Jersey
  • 35. Alignment: Course Objectives & KASA Standards  Knowledge & Skills Acquisition Summary  American Speech-Language Hearing Association  KASA Summary Form ( Holtzman & Hadley e-Portfolios & Assessment 35 Richard Stockton College of New Jersey
  • 36. Use of Blackboard Course Management Software  Advantages:  Easy alignment of course goals and objectives with goals and objectives in the student’s portfolio.  If a student uploads an assignment to the Blackboard course page, it can be easily imported to the Blackboard portfolio.  Offers templates.  Disadvantages:  One the student leaves the college, the Blackboard format is no longer accessible. Holtzman & Hadley e-Portfolios & Assessment 36 Richard Stockton College of New Jersey
  • 37. Course Standards Course Objectives  Describe treatment principles in  Identify treatment targets speech-language pathology  Be able to write behavioral  Describe ethical practice in speech- objectives as part of a treatment language pathology plan  Describe multicultural issues in  Be able to report client progress treatment based on treatment data  Demonstrates procedures for collecting data in treatment  Describe methods and materials suitable for pediatric and adult  Describe evidence-based practice in speech-language pathology speech and language disorders  Describe behavioral principles used  Identify principles related to client in treatment and family counseling Holtzman & Hadley e-Portfolios & Assessment 37 Richard Stockton College of New Jersey
  • 38. Holtzman & Hadley e-Portfolios & Assessment 38 Richard Stockton College of New Jersey
  • 39. Holtzman & Hadley e-Portfolios & Assessment 39 Richard Stockton College of New Jersey
  • 40. Holtzman & Hadley e-Portfolios & Assessment 40 Richard Stockton College of New Jersey
  • 41. Setting Up a Portfolio on Blackboard CE 6  The instructor requests that portfolios be set up by the Director of Computer Services.  A list of students and “login” ID’s are needed.  Portfolios will remain available for the student while he/she is enrolled at Stockton  Students enrolled in SPAD 2125 continue to work on the files in subsequent semesters.  Portfolio files can be saved externally by students (e.g. for copy to a CD) Holtzman & Hadley e-Portfolios & Assessment 41 Richard Stockton College of New Jersey
  • 42. Holtzman & Hadley e-Portfolios & Assessment 42 Richard Stockton College of New Jersey
  • 43. Holtzman & Hadley e-Portfolios & Assessment 43 Richard Stockton College of New Jersey
  • 44. Holtzman & Hadley e-Portfolios & Assessment 44 Richard Stockton College of New Jersey
  • 45. Holtzman & Hadley e-Portfolios & Assessment 45 Richard Stockton College of New Jersey
  • 46. Holtzman & Hadley e-Portfolios & Assessment 46 Richard Stockton College of New Jersey
  • 47. Once the portfolio is constructed:  Students can invite guests to view their portfolios.  Ask the students to add the instructor as a guest who can view (but not “design”) their portfolios.  Students can add both Stockton users and outside guests to view their portfolios.  Remind students to add to portfolios and DELETE old information.  A portfolio should be a sample on one’s exemplary work.  Suggestion: Set aside one day per semester for portfolio construction/maintenance.  Identify students who can mentor other students on portfolio construction. Holtzman & Hadley e-Portfolios & Assessment 47 Richard Stockton College of New Jersey
  • 48. Setting Up a Portfolio Using Adobe Software  Requires a “full version” of Adobe (e.g. Acrobat 9.0 or Acrobat 9.0 Professional).  Provides templates.  Drop & Drag technology  started-02-sharing-your-ideas/  Can set “security levels” (e.g whether or not the receiver can print it).  Can be posted to website, either for public viewing or viewing with password. Holtzman & Hadley e-Portfolios & Assessment 48 Richard Stockton College of New Jersey
  • 49. Holtzman & Hadley e-Portfolios & Assessment 49 Richard Stockton College of New Jersey
  • 50. Sample Adobe Portfolio  KASA Standards Portfolio Holtzman & Hadley e-Portfolios & Assessment 50 Richard Stockton College of New Jersey
  • 51. Additional Resources  Adobe Portfolios 72EA8-9756-4a8c-9F20-8E93D59D91CE.html  Portfolio Assessment Holtzman & Hadley e-Portfolios & Assessment 51 Richard Stockton College of New Jersey
  • 52. Contact Us  Amy Hadley   Diane Holtzman  Holtzman & Hadley e-Portfolios & Assessment 52 Richard Stockton College of New Jersey
  • 53. Questions? Holtzman & Hadley e-Portfolios & Assessment 53 Richard Stockton College of New Jersey