Eportfolios
and Information Literacy Assessment
NELINET
http://moodle.nelinet.net/moodle/
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My background
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• Web-based storage for
student work in all media
types.
• Not limited to one course or
any course.
• Reflections that emphasize
learning/thinking processes
and build connections across
learning experiences.
• Rubrics to assess student
learning, including self-
assessment.
• Ability to design multiple
portfolio views for
difference audiences.
Connecticut • Maine • Massachusetts • New Hampshire • Vermont • Rhode Island

Enter Generation Y...
The Millennials
Freedom of choice and • Collaboration and
●
expression relationships
Customization and • Speed of communication
●
personalization
• Innovation
Transparency
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Values and integrity
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Play and interactivity
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Eportfolios and the 8 Norms
Students choose the works that best highlight their
●
learning.
Students choose creative and playful forms of expression
●
for their ideas.
Teachers provide structure and guidance through explicit
●
goals and rubrics.
Students share portions of their portfolio with their
●
friends, parents, employers...
Students self-assess along with teacher assessments.
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The School 2.0 – 7 Tips
• Don't throw technology into the • Design educational programs
classroom and hope for good according to the eight norms.
things.
• Reinvent yourself as a teacher,
• Cut back on lecturing. professor or educator.
• Empower students to collaborate.
• Focus on lifelong learning, not
teaching to the test.
• Use technology to get to know each
student.
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College Readiness
• Lack of critical thinking skills
• Lack of citation skills and plagiarism
• Failure to use credible, authoritative
information sources
• Lack of depth to research and
analysis
• Lack of writing skills
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ACRL Standards
Information Literacy Defined
Information literacy is a set of abilities
requiring individuals to \"recognize when
information is needed and have the ability
to locate, evaluate, and use effectively
the needed information.\"
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Opportunities
for Assessment
• Reflections on thinking, learning that expose
understanding of process and connections between
learning and practice.
• Assessments of progress toward defined learning goals
that can be measured over time.
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Reflections
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Reflections
• Standard- Historical Research, Evidence, and Point of View # 5 Students
construct and test hypotheses; collect, evaluate, and employ information
from multiple primary and secondary sources; and apply it in oral and
written presentations. (RESEARCH)
• Assignment Name- Legal Eagle Research Project: Bullying
• Objective- Research “bullying” and write an essay about the subject. Figure
out the causes and effects bullying has on today’s society using real life
examples/ situations. Come up with solutions to the problem.
• Question Prompt- How could I improve this work?
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I could have improved my bullying essay.
There have been many times in my life where I have been in “bullying” situations. I
could have expanded the idea of bullying and also my essay more, by using my actual
situations. Although I’ve overcome most of the hard times I’ve been through, I still
think about the damage that’s been done to me. There could have been many more
concrete details and commentary added in my essay. A couple paragraphs would have
been included to show how serious bullying is to me and also teenagers all around the
world. There were quite a few examples I used but mine would have displayed a
better understanding to it because it would be my problems and feedback.
I could have made some of my questions that I used for my essay more interesting and
it would have led me to writing a better essay.
I should have found a few more websites that had actual examples of bullying,
therefore I could have shown how bullying happens all around the world. Finding
more websites would have improved my essay because I could have added additional
information on bullying.
Those were all ways I could have improved my work.
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Assessment and Rubrics
University of Wisconsin - Stout
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Ideas
• Does the artifact demonstrate a thorough understanding
of \"audience\" needs.
– The information presented and source consulted are audience
appropriate.
– The structure/information flow of the artifact effectively communicates
the desired message.
– The artifact addresses answers to anticipated questions.
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Ideas
• The student research conducted:
– Makes appropriate use authoritative library, Web and other available
information sources.
– Is presented using appropriate visuals and other media that enhance
understanding and persuasion when appropriate.
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Ideas
• Take a moment to reflect on your use of different types
of information sources in your research and the
preparation of this artifact.
• Discuss how different types of information contributed to
the successful completion of this project.
• What did you learn that will help you in future projects
of this type?
• What related feedback do you have for your instructor or
the library that would result in a better experience?
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Ideas
• Reflect on the mental processes you used to determine
what information you needed for your topic and
audience.
• Discuss how you determined which information sources
to consult in relation to those needs.
• What challenges did you have?
• What did you learn that will help you in future courses?
• How will you relate this learning to your future career?
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Questions? Thoughts?
More on Library Planning, Assessment & Information
Literacy?
Stay in touch
Stephen Spohn spohn@nelinet.net
Thank you
Thanks for your time! Let us know about your successes
and challenges with planning and assessment.
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