ePortfolios at Virginia TechDr. Marc Zaldivar, Dr. Jennifer Sparrow, Dr. Teggin Summers,Director, Director, Associate Director,ePortfolio Initiatives Emerging Technologies ePortfolio Initiatives
A definition…• A portfolio is a purposeful collection of student work that exhibits the students efforts, progress and achievements in one or more areas. The collection must include student participation in selecting contents, the criteria for selection; the criteria for judging merit, and evidence of student self-reflection. – Northwest Evaluation Association (1990). Portfolios and Assessment. Paper presented at the Annual Conference for the Northwest Evaluation Association.
ePortfolios: balancing goals andfunctionality Learning Academic Learning Portfolios Accreditation eP@VT Professional Assessment Development Departmental Development
Learning: SERVE Community• Year-long, two-course sequence• Primarily private, only shared w/teacher• Student is main audience• Highly cyclic• Feedback & Reflection• Scaffolded learning experiences https://sites.google.com/site/livingle arningserving/service/subtle-service
Advantages of “Folio Thinking”• Aids students’ self-assessment• Enables the tracking of student development over time• Emphasizes process over product• Highlights connections between assignments (and courses)• Facilitates academic richness - personal contact with instructors, advisors, and mentors
Professional Development:They are watching…• CareerBuilder.com (2009) survey of ~3000 HR managers • Primary finding: 45% used social networking sites to research job candidates.
Professional Development:They are watching…• Why they did NOT hire employees: • Candidate posted provocative or inappropriate photographs or information - 53 percent • Candidate posted content about them drinking or using drugs - 44 percent • Candidate bad-mouthed their previous employer, co- workers or clients - 35 percent • Candidate showed poor communication skills - 29 percent • Candidate made discriminatory comments - 26 percent • Candidate lied about qualifications - 24 percent • Candidate shared confidential information from previous employer - 20 percent
Professional Development:They are watching…• Why they DID hire employees: • Profile provided a good feel for the candidate’s personality and fit - 50 percent • Profile supported candidate’s professional qualifications - 39 percent • Candidate was creative - 38 percent • Candidate showed solid communication skills - 35 percent • Candidate was well-rounded - 33 percent • Other people posted good references about the candidate - 19 percent • Candidate received awards and accolades - 15 percent• Doesn’t that sound like a portfolio?
Professional Development:ePortfolios offer…• Focus on Growth and Continuity of Learning• Networked and Symphonic Selves (Cambridge, 2009)• Controlled and Presented by the Student• Direct (multimedia) examples of abilities and skills• Easily coordinated to professional standards
What is The Process for AssessingStudent Learning Outcomes? 1. Identify 2. Gather and Analyze And Articulate Information About Student Student Learning Achievement Outcomes Of Outcomes 3. Use Information Gathered To Improve Student Learning
ePs for Assessment• Help us to provide evidence of our students’ achievement of learning outcomes.• Provide students and faculty a tool for organizing their assessment work.• Provide opportunities for students and faculty to reflect on teaching and learning.“We are being pummeled by a deluge of data and unless we create time and spaces in which to reflect, we will be left with only our reactions.” – Rebecca Blood
Learning and Assessment• “For me, my ePortfolio was a personal learning space that I could tailor to reflect the teacher I had become at this point in my teaching career. By taking the time to intricately tie together all I had learned, I found that I had a better understanding of pedagogy and application within the English classroom as well. Thus, the connections that link together each page within my ePortfolio truly create a rich realm of learning, reflecting, and applying.”-- Crystal Beach, ’09, Secondary English Education, M.Ed.
How do we do ePortfolio?• We have two tools: • Portfolio templates (for self/programmatic reflection and showcase portfolios) • Matrix/Forms (for scaffolded learning and high- level assessment)
The Portfolio Template• Student-centered • Sharable: Public or• Program-customized private?• Flexible
The Matrix: Summativeassessment Students choose (“are guided Students reflect, on the “big” to choose”) what goes here, as level, about goals at the end of the term/year progresses the term/year. Goals can be customized to include programmatic goals for each program. You can design your reflection prompts, also.
Some other examples…• Examples can be found at https://eportfolio.vt.edu/gallery.html
8 Issues Central to Implementation(Chen & Penny-Light, 2010)1. Defining learning 5. Including multiple outcomes forms of evidence2. Understanding your 6. Using rubrics to learners evaluate ePortfolios3. Identifying 7. Anticipating external stakeholders uses of evidence4. Designing learning 8. Evaluating the impact activities of ePortfolios
Conditions for Success(Knight, Hakel, & Gromko, 2008)• eP-based curriculum• Feedback• Include engagement and personalization• Examples• Time for development• Faculty promote value of eP• Technical assistance
Faculty Visioning Process• When and from where will student work be collected?• Are there specific assignments that correspond to specific goals?• Who will evaluate student work?• Who has access to student work?
Putting it all together Learning AcademicLearningPortfolios Accreditation eP@VT Professional Assessment Development Departmental Development