E portaaeeblstefanakis

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E portaaeeblstefanakis

  1. 1. Evangeline Harris Stefanakis, Faculty Fellow to Provost Associate Professor in Educational Leadership Victor Coelho, Assoc Provost, Undergraduate Education Boston University, Boston MA A Developmental Look at Assessment for 21st Century Learning AAEEBL, 2010
  2. 2. Evangeline Harris Stefanakis Boston University, Boston MA MAKING LEARNING VISIBLE: ASSESSMENT in the ACADEMY? Moving From Problems to Possibilities
  3. 3. E-Portfolio: Assessment Tool- A Definition?
  4. 4. Multiple Perspectives : Assessment for Learning Learning Accountability Formal evaluations Self Assessment reflection Informal Feedback Rubrics- quality/ criteria Portfolios- collection of work Performance Based Documents Presentations/ Internships/Clinical work Standardized Tests Norm referenced
  5. 5. ASSESSMENT Problems to Possibilities ? <ul><li>PROBLEM- CLIENT COST= PRODUCT QUALITY </li></ul><ul><li>What “Evidence of Value Added” do student’s take away </li></ul><ul><li>POSSIBILITY- EVIDENCE QUALITY PRODUCT </li></ul><ul><li>Global Market Digital -BU students need to compete/win </li></ul><ul><li>POLICY- EMPLOYABILITY </li></ul><ul><li>UK/ EU/AACU/ Higher Ed Competitors </li></ul><ul><li>BU as an Institution/ Display “cutting edge” products </li></ul><ul><li>ASSESSMENT systemically needs work ?/ NEASC </li></ul>
  6. 6. E-Portfolio makes UG and GRAD faculty & students’ learning visible <ul><li>Dr, James Wolff, SPH </li></ul><ul><li>http://www.bu.digication.com </li></ul><ul><li>His students </li></ul><ul><li>Team Lafiya Mata project </li></ul><ul><li>Dr. K. Smith CAS English Faculty </li></ul><ul><li>http://www.bu.digication.com/smith </li></ul><ul><li>Her students </li></ul><ul><li>Meet SED Ed. D. Student, </li></ul><ul><li>Colby Young </li></ul>
  7. 7. A Gallery of Visible Learning at BU= 2400 portfolios created from Oct 2009 <ul><li>BU CGS SED ARTS </li></ul><ul><li>Academy Writing SMG Dentistry </li></ul><ul><li>A&S, SPH Medicine </li></ul>High School Freshman- 2-3-4 Grad Masters, Doctorate
  8. 8. CGS Challenges
  9. 9. Part 8: Showcasing Student e-Portfolios CGS/SPH Two workshops No student training
  10. 10. This e-Portfolio takes advantage of text, images, videos and audio recordings to illustrate the life of the composer Giovanni Gabrieli and the performance of his works at the Basilica San Marco. Who is the intended audience? Giovanni Gabrieli and Basilica San Marco http://bu.digication.com/ccummingsggabrieli/Welcome/published
  11. 11. This e-Portfolio also makes extensive use of videos to demonstrate the work of the author and his opinions on teaching. Who is the intended audience for this portfolio? Colby R. Young Electronic Portfolio http://bu.digication.com/COLBYYOUNG/HOME1/published
  12. 12. From the College of Communication, this e-Portfolio spotlights the author’s skills in graphic design on the Portfolio Samples page. She includes a Power Point slideshow that was a marketing campaign proposal. Angela May Chen http://bu.digication.com/angelamaychen/Reese_s_Campaign
  13. 13. This e-Portfolio is focused on writing, but the author enhances the experience with the use of an interesting image, an audio track that inspired her and good textual design elements like larger fonts and colors. Whit’s WR150 Portfolio http://bu.digication.com/whits/Home//
  14. 14. This example from the School of Public Health has an evocative title image, and combines useful graphic elements with text on the Background page. Kristen Giambusso http://bu.digication.com/kgiambusso/Background1
  15. 15. Consider the way this e-Portfolio is organized for a lesson plan. The Resources section contains pages for weblinks, images, audio and further reading. Cuban Missile Crisis http://bu.digication.com/cwilliscoldwar/Welcome/published
  16. 16. This e-Portfolio is organized around 5 classes that the author took. Each class is a section, which contains relevant material in a standardized format. Artificial Intelligence http://bu.digication.com/a.i./Home//
  17. 17. GETTING COMMUNITIES STARTED <ul><li>      1 . Start slow, small, work together </li></ul><ul><li>  Discuss portfolio purposes in groups , faculty meetings </li></ul><ul><li>       Let communities know portfolios are beginning.Enlist TECH help teams. </li></ul><ul><li>     Conduct showcases using student work as evidence. </li></ul><ul><li>      2. Find time as a faculty to discuss & define </li></ul><ul><li>Shared purposes assessing -> a system for portfolios </li></ul><ul><li>  The uses of rubrics to define criteria/ quality/ standards </li></ul><ul><ul><li>Organization of courses, demo, exhibitions </li></ul></ul>
  18. 18. Misconception #1- confused terms What is Assessment? What is Evaluation ? <ul><li>To Assess =to Sit Beside the Learner (Latin) </li></ul><ul><li>To Evaluate =to assess according to defined values </li></ul><ul><li>“ Sort Learners into Norm Groups ” </li></ul><ul><li>To Assess To Evaluate </li></ul><ul><li>Learner Norm </li></ul>
  19. 19. Misconception #2- Confused Phrases Assessment for Learning or Assessment of Learning (Stiggins,2006) <ul><li>Assess Both the Process & Products of Student Learning </li></ul><ul><li>How? </li></ul><ul><li>Collection Work + Reflection on Work </li></ul><ul><li>Selection of Work for Different Purposes </li></ul><ul><li>Evidence of Accomplishment + Criteria for Merit </li></ul>
  20. 20. Misconception #3- Documentation CURRICULUM / ASSESSMENT <ul><ul><li>Assessment of learning Assessment of learning Assessment for learning </li></ul></ul><ul><ul><li>Teacher Records Student Records </li></ul></ul>Work Samples Digication Blackboard
  21. 21. Evidence of Learner’s Development Process & Products COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING Health care professionals create a personalized theory of knowledge to guide practice Curricular Modules Micro Teaching Philosophy Metaphor Wiki or E-Journal School of Public Health
  22. 22. Creating an Inventory: Course Products/ /SPH Evidence of Teaching! What would you collect or select? (metaphor, Micro teaching units, strategies, video) Date/ Reflection Evidence of Process Possible Teaching Products

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