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.

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. 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

8. Assessment and Measurement

9.  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.

10. 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)

12. 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.

13. 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.

14. 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.

17. 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

20.  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

21.  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.

22. Types of Assessments Used on
ePortfolios:
 Reflections
 Articles as blog posts
 Multimedia presentations
 Graphic representations of
relationships (infographics)
 Curation of other content

23.  The course provides
learners with
multiple
opportunities to track
their learning
progress.
 Content delivery and
immediate progress
checks via “Quiz Me”
tool

24. Free and Fremium ways to help students make ePortfolios

28.  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.”

29. 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

30. 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