The document discusses the use of e-portfolios for assessment of academic and professional skills. It provides examples of how e-portfolios can be used at the institutional, teaching, and student level. This includes using e-portfolios to showcase work, provide evidence of skills and progress over time, and encourage student reflection. Guidelines are offered for developing e-portfolios, including determining goals, audience, and content. The benefits of e-portfolios include active student involvement, integration of work, and facilitating self-assessment.
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
This powerpoint presentation includes a short discussion about the definition of portfolio and portfolio assessment, process and purposes of portfolio assessment, and comparison between traditional assessment and portfolio assessment.
NSTA15: Performance-Based Portfolio Assessment of the NGSSChris Ludwig
Slide deck for Chris Ludwig's presentation at NSTA15 in Chicago: Student Managed Portfolios: Performance-Based Alternatives to Standardized Tests for the NGSS
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
Topic: Evaluation Criteria for Portfolio
Student Name: Urooj
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
This presentation was made in 2003 when Portfolios were not in currently use in Peru. It provides a basic idea of how they can be used and some people may still find it useful.
Topic: Evaluation Criteria for Portfolio
Student Name: Urooj
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This is a power point file where we can learn something about students' portfolio, and make some changes using TIC'S in order to help students to develop their knowledge and group participation.
Introduction to portfolio assessment and development by Dr Madawa Chandrathilake, MBBS (Colombo), MMEd (Dundee), PhD (Dundee)
Senior Lecturer in Medical Education, Faculty of Medicine, University of Kelaniya, Sri Lanka
Project Management Office Roles Functions And BenefitsMaria Erland, PMP
Created to demonstrate how an organization can improve the delivery of project management services both internally and externally using best practices. A project management office, empowered to govern a project portfolio, including the prioritization process that selects projects for the portfolio, can demonstrate measurable benefits by implementing a project management office using best practices. This presentation explains the roles, functions and benefits of such an office.
What has sparked this interest in ePortfolios and school libraries? Partly the introduction of a Personal Learning Plan for South Australian senior secondary students, combined with increasing discussion on ePortfolios in Australia and worldwide, and the ongoing debate about 21st century information literacy.
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
The portfolio is a collection of documents a person, group, institution, organization, corporation, or the like which aims to document the development of a process to achieve the goals set
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Surname3
Student’s name
Professor’s name
Course title
Due Date
Involving stakeholders
Stakeholders are parties with interest in assessment planning. They play a role in the formation, evaluation and implementation of an assessment plan. Stakeholders are either internal or external. Administrators, staff, faculty, students and institutional researchers are the internal stakeholders. The external stakeholders are disciplinary and professional standard bodies, employers and alumni, peer programs and colleges and faculty teaching more advanced courses. Involving stakeholders in assessment is important for organizational decision making (ReferenSuskie). The evidence from the assessment should be used by stakeholders to improve activities, programs or institution for which they are responsible and accountable for. In this case, an academic institution assesses its student in order to improve its academic performance.
The assessment collects data about the student’s background characteristics, educational experiences and student learning in order to determine the consistencies and inconsistencies in their activities or performance. The other stakeholders i.e. staff and disciplinary and professional bodies gather the data using qualitative and quantitative methods and later analyze and interpret the data based on the criterion of performance level set e.g. grammar or creativity of the student. They discuss and vote to determine the best value (Suskie). The external stakeholders are used to bring external information to inform discussions to help develop justifiable benchmarks. The results from the assessment plan are used in planning and implementation process.
Strategies used to ensure stakeholder involvement in the assessment process are as follows: to begin with, the process should give them a sense of ownership. For example, it gives students the means, motive and opportunity to take control of their own learning (Brans Kamp). Moreover, the process should be understandable, relevant and acceptable to the stakeholders. Most importantly the process should align itself to the culture, mission and vision of the institution which they strive to achieve. Furthermore, the assessment plan should recognize their different backgrounds, goals, perceptions and experiences and the influence in their interpretation and decision making. Therefore, the plan should advocate for a culture of openness, trust and commitment to self-examination among different stakeholders.
In conclusion, communication of the implementation plans is important. Communication (oral, written or group meetings) and different dissemination strategies are needed to accommodate different stakeholders. it is important to discuss and seek their reaction in order to deliberate actions to be taken to improve the performance of the academic institution. Stakeholder involvement determines the quality and effectiveness of an assessment and therefore should be involved in the process.
Wo.
Similar to E Portfolios In Assessment Holtzman & Hadley (20)
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Use of E-Portfolios in the Assessment
of Academic & Professional Skills
Diane Holtzman, MA, COGS
Assistant Professor of Business Studies
Amy J. Hadley, Ed. D., CCC-SLP
Assistant Professor Speech Pathology & Audiology
The Richard Stockton College of New Jersey
Pomona, New Jersey
2. Portfolios:
Think about What You Collect
If you are a parent, what have you saved for your child?
What did your parents save for you?
What do you collect?
Why do you collect?
What do your collections say about what you value?
Is there a difference between what you purposefully and save
and what you can’t throw away?
How can we use our collection experiences to help learners as
they develop their portfolios?
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3. E-Portfolio
Digitized collection of artifacts including demonstrations, resources, and
accomplishments that represent an individual, group, or institution.
The collection can include:
Text /Document
Graphics
Multimedia elements
Can be archived via:
Web
CD
DVD
Other Electronic Means
Source: Lorenzo & Ittelson (2005)
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4. Sample Uses of Portfolios in Education
Institutional Portfolios
Teaching Portfolios
Student Portfolios
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5. Institutional Portfolios
Can be used at level of: Program, School, College
Can be used to facilitate:
Program self-studies
Accreditation process
Promoting programs
Sharing best practices
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6. Institutional E-Portfolio Example:
Spelman College, Atlanta
“Through use of the electronic portfolio, the college is
attempting to increase student engagement in the
learning process—
a critical factor in promoting achievement and
persistence to graduation”.
Burnett & Williams (2009)
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7. Institutional E-Portfolio Example:
Spelman College, Atlanta
Used in first year experience courses.
Includes:
Reflections on the required community service experience,
Report on information literacy exercises,
Reflections on the first year of college,
Writing portfolio.
Assessment is longitudinal.
Based on college mission statement & outcomes of general
educational program.
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8. Spelman College
First Year Writing Portfolio
http://www.spelman.edu/wcenter/cwp/FIRST_YR_PORTFOL
IO.html
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9. Teaching Portfolios:
Support sharing of teaching philosophies & practices.
Key Functions of a Teaching Portfolio
collect evidence of your teaching ability
a context for your teaching
summary data on your teaching in a simple, readable format
focus on quality, not quantity
organized and its various sections relate to each other
an ever–changing, living document
allows for self-reflection
provides an opportunity to be unique, and showcase your personal style
of teaching
the process of creating one is generally much more important and
meaningful than the end product
Source: Ohio State University
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10. Ohio State Teaching Portfolio
http://ucat.osu.edu/teaching_portfolio/teaching_port.html
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11. Student Portfolios
Can support advising
Career preparation
Credential documentation
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12. Student Portfolios
A purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas (over
time).
Support Deep Learning:
Involves reflection
Is developmental
Is integrative
Is self-directive
Learners:
Construct meaning
Monitor learning
Evaluate their own outcomes
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13. Traditional Types of Student Portfolios
Prior Learning: Usually assessed by faculty experts in the area for
the purpose of assigning college credit for prior experiential
learning (e.g. as would be used at Thomas Edison State College).
Comprehensive Record: Usually includes grade reports, narrative
assessments from faculty, degree program plans. Documentation is
usually not for generated by the student.
Credential: Used for employment. Documents skills competency.
Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures.
Philadelphia: Council for Adult and Exceptional Learning.
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14. Types of Student Portfolios
Developmental: Shows student progress and the acquisition of
knowledge as a process. May show improvement in skills across
time.(e.g. examples of essays or speeches across a semester)
Capstone: A collection of a student’s best work over time.
Learning Contract: Contains elements of the prior learning &
developmental portfolios but is used as a toll in demonstrating
acquisition of new learning. For example, the learning contract
may contain anticipated learning outcomes, how learning is to
be documented, the outcome measures, and methods of
evaluation. The portfolio may be continually assessed.
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15. E-Portfolios
Work can be organized at different times relative to when it was
created.
People do not have to be in the same physical space to view the
portfolio.
Digital materials can be reorganized and presented in different
ways for different purposes.
Should provide the author with administrative privileges for
organizing work and deciding who can view it.
Source: Greenberg, G. (2004). The digital convergence: Extending the portfolio model.
Educase Review.
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16. E-Portfolios
Within a course instructors manage assignments & materials
within the framework of the course (e.g. on a Blackboard
course site for a specific course).
E-Portfolios should be controlled by the author.
Content should be managed from a variety of courses
throughout the academic career.
Allow for communication about the contents with teachers,
mentors, peers, and author.
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17. Types of E-Portfolios
Showcase E-Portfolio: Organization occurs after the work has
been created. Some may use templates.
Structured E-Portfolio: A predefined organization exists for
work that is yet to be created. Often used for demonstration of
fulfilling certain requirements such as for certification
Learning E-Portfolio: Organization of the work evolves as the
work is created. Dynamic process. May reflect authors’
changing interests, requirements, and understanding.
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18. Samples of Online Portfolios
University of British Columbia
http://www.cust.educ.ubc.ca/wstudents/TSED/Students03/McIntyre/Portfolio/i
ndex.html
McDaniel College in Maryland
http://www2.mcdaniel.edu/its/templates.htm
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19. Functions of Portfolios
Display range of student work over time
Provide important information about individual student
progress
Allow participation of student in self-assessment of work
and progress
Create a basis for evaluation of student performance and
achievement
Source: Dr. Barbara Cozza, University of Scranton
http://academic.uofs.edu/faculty/cozzab2/portfolio.html
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20. Reasons to Use E-Portfolios
More active involvement of the student in the selection and
design process
Unique way to display talents and abilities
Strong sense of personal responsibility and ownership
Fuller picture of student achievement
Can show examples of performance assessment
Condenses collection of data and artifacts and reduces quantity
of paper handled and stored
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21. Reasons to Use E-Portfolios
Requires reflection
Integrates technology into the instruction process
Can heighten interest in learning
Enables performances to be viewed more than once in
context
Wider audience and support system for student work
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22. Process for Constructing Electronic
Portfolios (Barrett, 1998)
Decide on portfolio goals based on learner outcome goals
Decide on the assessment context
Decide on the audience for the portfolio
Determine the portfolio content
Determine the most appropriate software tools
Determine the most appropriate storage and presentation
medium
Gather multimedia materials to include in the portfolio which
represent the learner’s achievement
Source: Helen Barrett’s webpage on Electronic Portfolios
http://electronicportfolios.org/ and
http://electronicportfolios.org/portfolios/eifeltools.pdf (1998)
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23. Process (continued)
Record student self-reflection on the work selected and
achievement of goals
Record teacher feedback on the work and achievement of goals
Organize with hypermedia links between goals, student work
samples, rubrics, and assessment
Present portfolio to appropriate audience
Evaluate effectiveness of portfolio in relation to the purpose
and assessment context
Sources: Barrett: Using Technology to Support Alternative Assessment and Electronic
Portfolios http://electronicportfolios.org/portfolios.html
Barrett: The Electronic Portfolio Development Process
http://electronicportfolios.com/portfolios/aahe2000.html
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24. Authentic Assessment & E-Portfolios
Emphasis of process over product
Group work
Different learning styles
Allow student to demonstrate how learning occurred
Allows for multi-media documentation
Flexible timeline
Materials may be submitted over the span of a course or
program
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25. Sample E-Portfolio Rubric
Points Skills
9-10 Meets or exceeds required quantity of artifacts;
artifacts are creatively presented and well organized;
shows significant level of meaningful reflection;
provides strong evidence of peer and self-assessment;
show an obvious investment of time and effort.
7-8 Meets required quantity of artifacts; shows some
creativity and adequate organization; demonstrates some
amount of meaningful reflection; includes evidence of
peer and self-assessment; generally shows a good effort.
5-6 Less than the required number of artifacts; lacks
creativity; shows little reflection on items; offers some
peer and self-assessment; shows a limited effort.
1-4 Shows a poor effort to meet any of the requirements.
Holtzman & Hadley& AndersonAssessment
Source: Bauer e-Portfolios & (2000)
25 Richard Stockton College of New Jersey
26. Sample Rubric ( Cozza )
Criterion 1 Novice 2 Apprentice 3 Veteran 4 Master
most links work, multi-linked pages
organization most links
links not clear clearly labeled, easy all links work, links
mechanics do not work
to navigate clearly labeled
only clip art
clear clip art, clear
no use of scanned clear clip art, clear
scanned pictures,
pictures pictures, good use
graphics no graphics color background,
no color of color, variety of
some variety of
background, fonts
fonts
no variety of fonts
outstanding
mostly personal info, examples of related
only personal examples of related
content relevancy no course work or course work or field
information course work or field
field samples samples
examples
excellent
mostly
integration
descriptive-not some personal
no reflective of experiences
self reflections telling why reflection of
pieces and theory,
pieces were pieces
thoughtful
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27. Create Your Own Rubric
http://rubistar.4teachers.org/index.php
28. Use of Blackboard Portfolio in SPAD
Program
Authentic Assessment
For Student Self-Assessment
Continuous Improvement & Personal Reflection
Graduate School Application/Acceptance
Career Planning
To Document Learning Outcomes for Coursework
To Document Professional Association Standards
(KASA in Speech Pathology & Audiology Program)
For Program Assessment
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29. Practical Applications
Richard Stockton College of New Jersey
School of Business: AACSB; The Association to Advance
Collegiate Schools of Business
School of Health Sciences, Undergraduate Program in Speech
Pathology and Audiology. Knowledge and Skills for Admission
to Graduate Programs Accredited by the Council in Academic
Accreditation in Audiology and Speech-Language Pathology.
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30. AACSB Assurances of Learning
Important in the Business Accreditation for The
Association to Advance Collegiate Schools of Business
Must provide
Well documented
Systematic processes
To develop, monitor, evaluate and revise the
substance and delivery of the curricula
And, to assess the impact of the curricula on student
learning
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31. Standards for Undergraduate Business
Degree Courses
Assurances Demonstrated in the portfolio
1. Communication abilities 1. Writing assignments; video taped
2. Ethical Understanding and interviews; oral presentations
reasoning abilities 2, 3, 5, & 7 d: Assignments completed
3. Analytic Skills with interactive case studies
4. Use of Information Technology “Manager’s Hot Seat”
5. Multicultural/diversity 4. Use of Blackboard and Computers
understanding for development of e-Portfolio
6. Reflective thinking skills and powerpoints to accompany
7. Management Specific Knowledge oral presentations
and Skill Areas
a) Information Literacy 6 and 7 a, b, c, d: Interview with a
b) Team Work Manager Project and Job
c) Interviewing; job prep Skills Interviewing Project
d) Professionalism 6. Reflective paper at end of term and
reflection of their managerial
style completing the “Hot Seat”
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32. Sample Portfolios to Demonstrate
AACSB Learning Outcomes
Purposes:
Institutional: to document program outcomes.
Student: to document individual learning outcomes and to use
when applying for employment or to graduate school.
Instructor: feedback for course revisions
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33. Sample Portfolios
Business Student One (J)
Business Student Two (M)
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34. Speech Pathology & Audiology
Purposes:
Program Assessment: To document student learning outcomes.
Are students able to document knowledge and skills in clinically
related courses?
Student Portfolios: To use for documentation when applying to
graduate school or for employment.
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35. Alignment: Course Objectives &
KASA Standards
Knowledge & Skills Acquisition Summary
American Speech-Language Hearing Association
KASA Summary Form (www.asha.org)
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36. Use of Blackboard Course
Management Software
Advantages:
Easy alignment of course goals and objectives with goals and
objectives in the student’s portfolio.
If a student uploads an assignment to the Blackboard course
page, it can be easily imported to the Blackboard portfolio.
Offers templates.
Disadvantages:
One the student leaves the college, the Blackboard format is no
longer accessible.
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37. Course Standards
Course Objectives
Describe treatment principles in Identify treatment targets
speech-language pathology Be able to write behavioral
Describe ethical practice in speech- objectives as part of a treatment
language pathology plan
Describe multicultural issues in Be able to report client progress
treatment
based on treatment data
Demonstrates procedures for
collecting data in treatment Describe methods and materials
suitable for pediatric and adult
Describe evidence-based practice
in speech-language pathology speech and language disorders
Describe behavioral principles used Identify principles related to client
in treatment and family counseling
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38. Holtzman & Hadley e-Portfolios & Assessment
38 Richard Stockton College of New Jersey
39. Holtzman & Hadley e-Portfolios & Assessment
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40. Holtzman & Hadley e-Portfolios & Assessment
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41. Setting Up a Portfolio
on Blackboard CE 6
The instructor requests that portfolios be set up by the
Director of Computer Services.
A list of students and “login” ID’s are needed.
Portfolios will remain available for the student while he/she
is enrolled at Stockton
Students enrolled in SPAD 2125 continue to work on the
files in subsequent semesters.
Portfolio files can be saved externally by students (e.g. for
copy to a CD)
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42. Holtzman & Hadley e-Portfolios & Assessment
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43. Holtzman & Hadley e-Portfolios & Assessment
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44. Holtzman & Hadley e-Portfolios & Assessment
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45. Holtzman & Hadley e-Portfolios & Assessment
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46. Holtzman & Hadley e-Portfolios & Assessment
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47. Once the portfolio is constructed:
Students can invite guests to view their portfolios.
Ask the students to add the instructor as a guest who can view
(but not “design”) their portfolios.
Students can add both Stockton users and outside guests to view
their portfolios.
Remind students to add to portfolios and DELETE old
information.
A portfolio should be a sample on one’s exemplary work.
Suggestion: Set aside one day per semester for portfolio
construction/maintenance.
Identify students who can mentor other students on portfolio
construction.
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48. Setting Up a Portfolio Using Adobe
Software
Requires a “full version” of Adobe (e.g. Acrobat 9.0 or
Acrobat 9.0 Professional).
Provides templates.
Drop & Drag technology
http://tv.adobe.com/watch/learn-acrobat-9/getting-
started-02-sharing-your-ideas/
Can set “security levels” (e.g whether or not the receiver can
print it).
Can be posted to Acrobat.com website, either for public
viewing or viewing with password.
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49. Holtzman & Hadley e-Portfolios & Assessment
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50. Sample Adobe Portfolio
KASA Standards Portfolio
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51. Additional Resources
Adobe Portfolios
http://help.adobe.com/en_US/Acrobat/9.0/Standard/WSA28
72EA8-9756-4a8c-9F20-8E93D59D91CE.html
Portfolio Assessment
http://academic.uofs.edu/FACULTY/COZZAB2/portfolio.html
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52. Contact Us
Amy Hadley
Amy.hadley@stockton.edu
Diane Holtzman
Diane.holtzman@stockton.edu
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53. Questions?
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