Implementing Electronic Portfolios by Beginning with Student Assessment<br />Patrick R. LowenthalJohn W. WhiteKaren Cooley...
The Problem<br />Needed evidence of student learning<br />Paper-based summative portfolio wasn’t working<br />Too many out...
We Started Over<br />Rather than trying to remake & remodel our paper-based portfolio into an electronic version, we decid...
Developed 9 Proficiencies <br />Critical Thinking<br />Learning Theory<br />Professionalism<br />Assessment<br />Instructi...
Gate System<br />
Gate System<br />
Gate System<br />Gate 1<br />Course 1<br />Course 2<br />Course 6<br />Gatekeeper evaluates artifacts 1, 2, 3, 4, … <br />...
Contact Us<br />Patrick R. Lowenthal | patrick.lowenthal@ucdenver.edu<br />John W. White | j.white@unf.edu<br />Karen Cool...
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EDUCAUSE 2009 Poster Session -- Implementing Electronic Portfolios By Beginning With Student Assessment

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Electronic portfolios have become increasingly popular. The value of a portfolio, though, depends on how, when, and why students create, submit, and have their portfolios evaluated. In this presentation, we describe how we redesigned a program's assessment/evaluation plan around the use of electronic portfolios focusing on the larger assessment/evaluation framework.

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EDUCAUSE 2009 Poster Session -- Implementing Electronic Portfolios By Beginning With Student Assessment

  1. 1. Implementing Electronic Portfolios by Beginning with Student Assessment<br />Patrick R. LowenthalJohn W. WhiteKaren Cooley<br />
  2. 2. The Problem<br />Needed evidence of student learning<br />Paper-based summative portfolio wasn’t working<br />Too many outcomes to measure <br />Accelerated adult program w/ students across the U.S. in online programs<br />Lacking data to evaluate faculty and entire programs<br />
  3. 3. We Started Over<br />Rather than trying to remake & remodel our paper-based portfolio into an electronic version, we decided to start overby asking…<br />What should our graduates know and be able to do?<br />
  4. 4. Developed 9 Proficiencies <br />Critical Thinking<br />Learning Theory<br />Professionalism<br />Assessment<br />Instruction<br />Technology<br />Values<br />Communication<br />Discipline Knowledge (e.g., Elementary, Reading, CIA…)<br />
  5. 5. Gate System<br />
  6. 6. Gate System<br />
  7. 7. Gate System<br />Gate 1<br />Course 1<br />Course 2<br />Course 6<br />Gatekeeper evaluates artifacts 1, 2, 3, 4, … <br />using a rubric<br />Art. 1<br />Art. 2<br />Art. 3<br />Art. 4<br />Art. 8<br />Art. 9<br />Student adds artifacts to e-portfolio after assessed at course level<br />Student electronically submits portfolio when ready<br />Student continues w/ program adding artifacts<br />Portfolio<br />Portfolio<br />If the student doesn’t pass the evaluation, student can address areas of weakness and be re-evaluated (and receive remediation when needed)<br />
  8. 8. Contact Us<br />Patrick R. Lowenthal | patrick.lowenthal@ucdenver.edu<br />John W. White | j.white@unf.edu<br />Karen Cooley | kcooley@regis.edu<br />Slides available | http://www.slideshare.net/plowenthal<br />Paper | www.patricklowenthal.com/publications/educause/<br />

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