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ePortfolios for Assessment and Measurement

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This presentation was created for the 2015 Ohio QM Consortium Members' Meeting. It describes how QM's Standard 3 aligns with the use of ePortfolios for assessment and measurement. Note that the pictures are hyperlinked to the examples.

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ePortfolios for Assessment and Measurement

  1. 1. ePortfolios for Assessment and Measurement by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. By Sasha Thackaberry @sashatberr edusasha.com
  2. 2. 1. Explain what an ePortfolio is 2. Explore examples of ePortfolios 3. Identify ways in which the Specific Review Standards under Quality Matters General Standard 3 can be achieved through the use of ePortfolios 4. Describe how rubrics can be used to provide clear directions when using ePortfolios 5. Recognize resources for ePortfolio creation tools
  3. 3. Assessment and Measurement
  4. 4.  Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies. Overview Statement: Assessment is implemented in a manner that corresponds to the course learning objectives or competencies and not only allows the instructor a broad perspective on the learners’ mastery of the content but also allows learners to track their learning progress throughout the course.
  5. 5. Alignment Standard Objectives (2.1 & 2.2) Assessments (3.1) Instructional Materials (4.1) Activities (5.1) Course Technologies (6.1) “From the types of assessments chosen, it is clear that learners can successfully complete the assessments if they have met the objectives or competencies stated in the course materials and learning activities” (from Annotations for Specific Review Standard 3.1)
  6. 6. Mini-reflection places it in context: This Prezi presentation addresses components of distance learning courses and the necessity to engage students, promote interaction among students, and motivate learners. The overarching principle of backwards design gives every student the opportunity to successfully reach the final destination. Backwards design is a natural fit for me as a litigator. I am used to preparing cases backwards, asking myself "what do I want to tell the jury in my closing argument?" As an online instructor, I prepare my courses by stating clear course-objectives and creating a roadmap of how each student can achieve those objectives.
  7. 7. Rubric Presentation on Instructional Design and Development Create a multimedia presentation, using the tool of your choice, that demonstrates your knowledge of: 1. The purpose of instructional design 2. ADDIE & Backwards Design (Understanding by Design) 3. Quality Matters 4. Basic accessibility principles 5. Basic information about rubrics/assessment in online education 6. Explanation of OER Guidelines  Keep it succinct – no more than 4 minutes if you are using a lecture capture, recorded PPT, video, audio etc.  Remember multimedia in this context is not a document.  Use whatever tool you would like – multimedia blog post, Jing, Prezi, Slideshare, Pintrest or Learni.st board, etc. Your choice. Course Objective(s): 2) Design a learning object that synthesizes the major competencies in instructional design & development in eLearning environments.
  8. 8. Rubric Presentation on Instructional Design and Development Course Objective(s): 2) Design a learning object that synthesizes the major competencies in instructional design & development in eLearning environments. Module Objective(s): 2a). Describe the genesis of instructional design theory and application. 2b.) Explain the major theories and models of instructional design. 2c.) Explain the application of contemporary tools/rubrics for quality instructional design through accepted tools and processes. 2d.) Explore the use of development tools in a variety of multimedia formats. 2e.) Explain the major tenants of Open Educational Resources. 2f.) Articulate accessibility principles through a quality review. 3c.) Restate definitions of common eLearning terms. This activity has four levels of achievement, with Level 4 being the most advanced. You can achieve +1,000 XP by leveling up in this challenge. There is also the potential for Power Up Points of +50.
  9. 9. 3.1: ePortfolio provides place for clear linking of learning objectives to work product 3.3: “Specific and descriptive criteria are provided for the evaluation of learners’ work and are tied to the course grading policy”  Rubrics necessary for grading  Rubrics are also necessary for providing clear directions and expectations ALSO:  Allows for reflection on that work product  Ups the ante – displaying work publically establishes a higher standard  Connects learning to the learners overall goals and progress  3.1, 3.2 & 3.3 are all Essential Standards
  10. 10.  The course grading policy is stated clearly.  From Annotations:  Points, percentages  Clarity of explanation to learner Look for: 1. List of all activities that will determine final grade 2. Explanation relationship between final course grade and percentages
  11. 11.  The assessment instruments selected are sequenced, varied, and suited to the learner work being assessed.  Examples:  Content creation  Content curation  Collaboration  Reflections  Articles All housed within an ePortfolio.
  12. 12. Types of Assessments Used on ePortfolios:  Reflections  Articles as blog posts  Multimedia presentations  Graphic representations of relationships (infographics)  Curation of other content
  13. 13.  The course provides learners with multiple opportunities to track their learning progress.  Content delivery and immediate progress checks via “Quiz Me” tool
  14. 14. Free and Fremium ways to help students make ePortfolios
  15. 15.  Align, facilitate and enable all of the Specific Review Standards under General Standard 3: Assessment & Measurement “Assessments are integral to the learning process and are designed to evaluate learner progress in achieving the stated learning objectives or mastering the competencies.”
  16. 16. Need to…  Have clear rubrics  Connect with clear grading policies within the course  Enable the “proof” of learning in multiple formats  Be combined with multiple methods for receiving feedback House…  Content created by learners  Content curated by learners  Content collaborated on by learners  Reflections  Professional competencies (sometimes resumes, etc.)  Achievements  Work samples of other kinds
  17. 17. ePortfolios for Assessment and Measurement by Sasha Thackaberry is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Sasha Thackaberry @sashatberr edusasha.com

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