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Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
Deliberative Asssessment with E-Portfolios
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Deliberative Asssessment with E-Portfolios

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A presentation given at the Association of American Colleges and Universities Annual Meeting, January 20, 2010 in Washington, DC.

A presentation given at the Association of American Colleges and Universities Annual Meeting, January 20, 2010 in Washington, DC.

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  • Intercultural knowledge and competence
  • Three dimensions, two frames
  • Transcript

    • 1. Deliberative Assessment with E-Portfolios
      Darren Cambridge
      Association of American Colleges and Universities Annual Meeting
      January 20, 2010, Washington, DC
    • 2. Tensions in Portfolio Use
    • 3.
    • 4. Rubrics
    • 5. Liberal Education for America’s Promise (LEAP)
      • Knowledge of Human Cultures and the Physical and Natural World
      • 6. Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
      • 7. Intellectual and Practical Skills
      • 8. Inquiry and analysis
      • 9. Critical and creative thinking
      • 10. Written and oral communication
      • 11. Quantitative literacy
      • 12. Information literacy
      • 13. Teamwork and problem solving
      • 14. Personal and Social Responsibility
      • 15. Civic knowledge and engagement—local and global
      • 16. Intercultural knowledge and competence
      • 17. Ethical reasoning and action
      • 18. Foundations and skills for lifelong learning
      • 19. Integrative Learning
      • 20. Synthesis and advanced accomplishment across general and specialized studies
    • VALUE Intercultural Rubric
    • 21. Reflection as an End of Its Own
      Dewey: Rigorous analytical thinking
      Schön et. al.: Key to professional practice
      Keegan: Essential to challenges of adult life
      Boud: United cognitive and affective
      Mezirowet. al.: Understanding and challenging domination
    • 22.
    • 23.
    • 24. Clear learning outcomes
      Opportunities for students to achieve them
      Assessment of that achievement
      Use of the results for improvement
    • 25. Useful
      Cost-effective
      Reasonably accurate and truthful
      Multiple
      Direct
      Planned, organized, systematized and sustained
      Kinds of direct evidence
      Portfolios of student work
      Student reflections on their values, attitudes, and beliefs, if developing those are intended outcomes of the course or program
    • 26.
    • 27. Virginia Tech
    • 28. Sometimes they align …
    • 29. Deliberative Assessment
      Assessment as a means for participation in collective decision making
      Deliberative democracy
      Decision making
      Legitimation
    • 30. Principles of Deliberation
      Publicity
      Deliberative system which informs and holds accountable
      Inclusiveness
      All impacted by decisions can participate
      Reasonableness
      Economy of moral objections
      Respect for reasonable disagreement
      Provisionality
      Openess to changing positions and decisions
    • 31. Scholarship as Deliberative System
      Publicity
      Deliberative system which informs and holds accountable
      Inclusiveness
      All impacted by decisions can participate
      Reasonableness
      Economy of moral objections
      Respect for reasonable disagreement
      Provisionality
      Openess to changing positions and decisions
    • 32. A New Role for Competencies
      Standardized: Matching performance to a pre-defined set of outcomes
      Deliberative: Capture standards all stakeholders value as enacted in practice and examining alignment of both student and programmatic performance
    • 33. Competencies in Organizational Learning
      Standardized: Articulating expectations to students
      Deliberative: Means for mutually accountable connection between individual and organizational learning
      Boundary objects: “Boundary objects are objects that are both plastic enough to adapt to local needs and constraints of the several parties employing them, yet robust enough to maintain a common identity across sites” (Leigh Star 1989)
    • 34. Deliberative Assessment
      Standardized: Objectivist/utilitarian
      Expressive: Subjectivist/intuitionist (Gray 2002)
      Deliberative assessment
      Learning complex and situated
      Judgment based in embodied expertise
      Students as “authoritative informants about their own learning” (Yancey 1998)
      Institutional values and outcomes the result of deliberation based these sources of expertise
    • 35. Deliberative Assessment
      Student are privileged informants about their own learning
      Evidence of learning needs to come from multiple contexts, and the relationships between them need to be articulated
      Assessment should be a deliberative process that makes programs more responsive to all stakeholders
    • 36. Liberal Education for America’s Promise (LEAP)
      • Knowledge of Human Cultures and the Physical and Natural World
      • 37. Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts
      • 38. Intellectual and Practical Skills
      • 39. Inquiry and analysis
      • 40. Critical and creative thinking
      • 41. Written and oral communication
      • 42. Quantitative literacy
      • 43. Information literacy
      • 44. Teamwork and problem solving
      • 45. Personal and Social Responsibility
      • 46. Civic knowledge and engagement—local and global
      • 47. Intercultural knowledge and competence
      • 48. Ethical reasoning and action
      • 49. Foundations and skills for lifelong learning
      • 50. Integrative Learning
      • 51. Synthesis and advanced accomplishment across general and specialized studies
    • Ineffable  Essentially Contested
      Ineffable outcomes: Things we all think are important but don’t think we can measure
      E.g., ethics, leadership, social responsibility
      Essentially contested concept (Gallie, 1956)
      No single shared definition
      Common tradition or exemplar
      More optimal development because of contestation
    • 52. Ineffable  Essentially Contested
      Ineffable outcomes: Things we all think are important but don’t think we can measure
      E.g., ethics, leadership, social responsibility
      Essentially contested concept (Gallie, 1956)
      More optimal development because of contestation
    • 53. Eportfolios for Contested Outcomes
      Makes multiple understands of outcomes visible
      Requires reasoning to be articulated
      Grounds understanding in evidence and experience
      Puts multiple positions into conversation
    • 54. Eportfolios for Contested Outcomes
      Measurable learning outcome: Ability to articulate a reasoned stance based on evidence
      Makes multiple understandings of outcomes visible
      Requires reasoning to be articulated
      Grounds understanding in evidence and experience
      Puts multiple positions into conversation
    • 55. NCC Competencies
      Communication
      Critical Thinking
      Strategic Problem Solving
      Valuing
      Group Interaction
      Global Understanding
      Effective Citizenship
      Aesthetic Awareness
      Information Technology
    • 56. NCC Graduation Portfolio
      No predefined standard for what constitutes satisfactory performance in each competency
      Students exposed to (and assessed with) many models and standards through coursework and experiential learning
      Students redefine each competency, beginning with “official definition”
      Synthesizing multiple perspectives
      Integrating evidence from own experience
      Taking ownership and planning for the future
    • 57.
    • 58.
    • 59.
    • 60.
    • 61. Three curricula
      Kathleen Yancey, Teaching Literature as Reflective Practice
    • 62. Academics as Test of Self
      We intended for curricular content to be an central source of evidence and ideas and strategies, but it didn’t show up this way
      Class work functioned as
      A demonstration of character virtues
      An experience
      A goal putting aspiration towards those virtues in action
    • 63. Complicating Evidence
      Link between evidence and reflection distinguishes eportfolios and other digital means for
      supporting reflective learning
      Managing information about knowledge, skills, abilities and experiences
      “Evidence” is the documents included in a portfolio on which the author reflects
      Use of evidence in practice is more complex than the eportfolio literature often acknowledges
    • 64. Evidence in Reflection
      Research at Alverno College suggests that, as students become more skilled at reflection, they
      Draw on analysis of their own experiences rather than appealing to external authorities
      Reference a wider range of activities and artifacts
      Research deals only with the content of the reflections, not the evidence itself
    • 65. Types of Evidence
      Types of evidence in science portfolios (Collins, 1992):
      Artifacts
      Attestations
      Reproductions
      Mixes analytically distinct dimensions, such as characteristics of evidence and purpose
    • 66. Project Background
      Portfolio contexts: Integrative approach to learning with specific attention to classroom-based, experiential, and co-curricular learning
      NCC and portfolio-based assessment
      Intentional collaboration with University Life
      Small data sets over two cohorts (spring ’07; spring ’08); additional cohort beginning in fall ’08
      Member of cohort 3 of the Inter/National Coalition for Electronic Portfolio Research (I/NCEPR)
    • 67. I/NCEPR
      Institutional research teams examining the impact of electronic portfolio practice on learning
      50 institutions in five cohorts
      Third cohort focuses on student affairs -academic affairs collaboration
      US, Canada, England, Scotland, Netherlands
      Book to be published by Stylus in November
      More information on website: ncepr.org.
    • 68. An Emergent Typology of Use of Evidence in ePortfolios
      Characteristics of item used as evidence
      Agency
      Media
      Purpose of incorporating evidence
      Rhetorical Function
      Object
      Characteristics of associated learning activities
      Sponsorship
      Participation
    • 69. Matches and Mismatches
      Reflective description of evidence
      Content of evidence
      Local – site of specific evidence use
      Global – the whole portfolio
      Match and mismatches yield more sophisticated understanding and resources for supporting portfolio authors
    • 70. An Example: Richard Zepp’s ePortfolio
    • 71.
    • 72.
    • 73. Electronic Portfolios 2.0: Emergent Findings and Shared Questions
      Collection of 24 chapters detailing research from cohorts I, II, and III of the Inter/National Coalition for Electronic Portfolio Research
      Published by Stylus, March 2009

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