ePortfolio as a "Flipped Final"
•
2 likes•467 views
Slides about using ePortfolio experience as an alternative to a final exam from a session presented on May 12, 2016 at the AAEEBL Midwest Regional Conference, held at the University of Notre Dame
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to ePortfolio as a "Flipped Final"
Similar to ePortfolio as a "Flipped Final" (20)
More from Chris Clark
Recently uploaded
Recently uploaded (20)
ePortfolio as a "Flipped Final"
- 1. Flipped Finals: Assessment as Learning via Culminating ePortfolios Elena Mangione-Lora Associate Teaching Professor, Romance Languages & Literatures Chris Clark Assistant Director, Kaneb Center for Teaching & Learning G. Alex Ambrose Professor of Practice, Kaneb Center for Teaching & Learning AAEEBL Midwest Regional Conference May 12, 2016 – University of Notre Dame
- 2. ● Literature / Background ● Research Questions / Methodology ● Context / Case Studies ● Preliminary Findings / Student Work ● Conclusion / Discussion
- 3. Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449. Assessment Of Learning Assessment For Learning
- 5. 5 • What role can the ePortfolio play in replacing the traditional bubble sheet/blue book final? RQ 1 • What are the students’ perceptions and experiences of a flipped final?RQ 2 • What does a flipped final for assessment as learning mean and look like?RQ 3 Guiding Research Questions
- 6. Methodology Data Collection Instructional Design Work Log Learning Analytics (hit count) Observations from student eP work comments & reflections Survey
- 8. ePortfolio Project • Post work - 3 media projects, 1 critique • Reflect (writing) • Make it pretty (visual design) • Short presentation during exam period Course home page - tinyurl.com/cdt30423
- 12. Spanish Conversation and Writing A fifth semester language and culture course
- 13. Student Needs: Growth towards fluency Opportunities to speak Feedback Enjoyable and meaningful Tailored strategies Self-evaluation Instructor Needs: Evidence of learning Convey that the course is a step in development Ease and accuracy of assessment Opportunities to connect, synthesize, engage Provide challenges of “desirable difficulty”
- 14. Course material Exam ePortfolio as Exam Meta Reflection Final Project Coursework Traditional Final Assessment Flipped Assessment Using ePortfolios Last Class = ePortfolio Workshop Final Exam = ePortfolio Presentation
- 16. Survey Results 17 selected response questions (1 Strongly Disagree→5 Strongly Agree) 2 constructed response questions 3 sections (same instructor and course) Response rate: 34 / 54 students = 63%
- 17. Question 14: eP vs Traditional Final Instead of an end-of-course ePortfolio Final, I would have rather done a traditional final exam. Strongly Disagree Disagree Neutral Agree Strongly Agree 20 9 2 2 1 Student comments: “It was still demanding… but different from exams and papers. It was a nice change of pace and really eased my work-load.” “It was still comprehensive, but it seemed more useful…” “It did a much better job of summarizing the course and its material than an ordinary exam.” “It is a better way to review what you learn and integrate it in a meaningful way.”
- 18. Question 15: eP vs Final Paper Instead of an end-of-course ePortfolio Final, I would have rather write a traditional final paper. Strongly Disagree Disagree Neutral Agree Strongly Agree 16 17 1 0 0
- 19. Question 4: Showcase Gallery Gathering all my coursework in the gallery allowed me to review and showcase evidence of my learning. Strongly Disagree Disagree Neutral Agree Strongly Agree 0 0 1 14 19 Student comments: “I enjoyed seeing all of my best work from the semester.” “It made me reflect on my learning.” “It was interesting to see how my skills progressed over the course of the semester.” “…it provided me an opportunity to reflect on my work and really see how much I’d improved.”
- 20. Question 5: Indexing Coursework for Growth Indexing all my coursework to learning objectives helped me see my own growth. Strongly Disagree Disagree Neutral Agree Strongly Agree 0 0 4 19 11 Student comments: “The ePortfolio is… an examination of your growth…” “It was really nice to see where I started and how much I have improved.” “I didn’t expect the sharing of the ePortfolios to be such an impactful experience, but it was actually really beautiful to see my classmates’ growth.”
- 21. Flipped Final: Assessment AS Learning via Culminating ePortfolio Assessment FOR Learning Assessment OF Learning Assessment AS Learning Both (Win/Win) Culmination of Class & Beyond Both (Continuous Improvement Process) Both (Authentic & Motivation) Both (Meta-cognitive)
- 22. Funded through an Ursula Williams Fellowship with the support of CSLC and the Kaneb Center • Publication • Scale to multiple classes • Grant to visit P.U.C. in Chile 22 NEXT:
- 23. Elena Mangione-Lora, Mangione-Lora.1@nd.edu Chris Clark, clark.96@nd.edu G. Alex Ambrose, gambrose@nd.edu
- 24. References • Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449. • Earl, L. M. (2012). Assessment as learning: Using classroom assessment to maximize student learning. Corwin Press. • Karsenti, T., & Collin, S. (2010). The Eportfolio: How can it be used in French as a second language teaching and learning?. International Journal of Technologies in Higher Education, 7(1), 68-75. • Nieveen, N., & van den Akker, J. (1999). Exploring the potential of a computer tool for instructional developers. Educational Technology Research and Development, 47(3), 77- 98. • Tuttle, H.G. (2007) E-portfolios are the wave of the future. Digital-Age Assessment. Retrieved March 3, 2012 from http://www.techlearning.com/article/44127 • Stiggins, R.J. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83, 758–765. • Wiggins, G. (2004). Assessment as feedback. New Horizons for Learning Online Journal, 1024
- 25. Mangione-Lora, Elena; Clark, Chris; Ambrose, G. Alex, (2016) “Flipped Finals: Assessment As Learning via Culminating ePortfolios” AAEEBL Midwest Conference, University of Notre Dame How to Cite this Presentation:
Editor's Notes
- I don’t mind sharing my work as long as it is cited and linked to So i have made it easier to cite and link and I want to mentioned This work is liscensed under a copyright 2.0 or copyleft. I am giving you permission to resuse as long as you don’t make money of my ideas and provide proper attribution ----- ????Eventhough I recently had a negative experience with a famous edublogger (not scholar) stealling my intellectual property I am still committed to sharing my work so that others can build and colloborate.
- http://bookstore.cuesta.org/outerweb/product_images/10075654l.gif http://www.scantronscore.com/WebHelp/content/Resources/Images/SC982-E_front.png
- Flip Privacy Learning outside – in learning inside – out Assessment AS Learning = making the assessment a meaningful and engaging experience
- These are my current views on assessment, I am sure you are familiar with Higgins, Wiggins, Barret work in Assessment of Vs for Learning, but I am arguing for that 3rd space Good assessment = engagment and gives the potential day by day, week by week, to track and interdict DURING the semester. Assessment done right (backwards design) can drive and develop that formation by design
- This study answered 3 research questions around: -what procedures are required to designing a validated advising ePortfolio tool -Evaluating practicality -and Measuring the impact on first year, first gen student engagement
- Fall 2015, three sections with a total of 54 students Not needed to fulfill the language requirement for most students Course allows opportunity for students to Be exposed to authentic Spanish language and culture in print, film and audio Practice sophisticated grammar from previous courses Speak spontaneously in informal situations Develop skills in informal, descriptive, narrative, and argumentative writing Learn about Mexican business culture
- Alex, Can you change the colors to orange and put borders around the two sections?
- Should we have a border around the comments? I will read: “An end of class final should not be about cramming a cohort of knowledge into your head that you will have forgotten by the first day of winter / summer break. A final that ends the course should have much more meaning than that. Consequently, I loved the portfolio because it allowed me to self-assess… and see how I progressed both as a Spanish Speaker and as a person.”
- Flip Privacy Learning outside – in learning inside – out Assessment AS Learning = making the assessment a meaningful and engaging experience
- Building off the previous implication, this last one was the core of a recently awarded NSF Stem retention grant Where we have found the ePortfolio system to be a more effective and authenic platform (rather than the LMS) to data mine and model engagment analytics that correlate to student success -------------------------- A f L = Present Future A o L = Past Present
- Here you have a list of references that I mentioned in the presentation
- G. Alex Ambrose Institution or Affiliation: Kaneb Center for Teaching & Learning, University of Notre Dame Position/Title: Professor of the Practice Phone # and Email Address: 574-631-8715, Name: Elena Mangione-Lora Institution or Affiliation: Romance Languages & Literatures, University of Notre Dame Position/Title: Associate Professional Specialist Phone # and Email Address: 574-631-3062, Mangione-Lora.1@nd.edu Name: Chris Clark Institution or Affiliation: Kaneb Center for Teaching & Learning, University of Notre Dame Position/Title: Assistant Director Kaneb Center Phone # and Email Address: 574-631-7434,
- We
- [XXX class picture animation] This 6th Grader, PAUSE yes me…, was struggling with his identify being the son of an Cuban father and German/Italian mother. As a result he was suffering from something he would 20 yrs later in Graduate school called stereo type threat. “it occurs whenever an individual's performance might confirm a negative stereotype” So what did he do when the annual standardized test came along to compare, measure, judge, rank, and standardize him…. [XXX bubblesheet animation] He revolted by filling ABCDCBABCD PAUSE .. Oh that’s not it he got a quarter of his class to join him really skewing the overall class score. When I went to google image search to print out and reexeprience this bubble sheet insurgection to recreate this for you, I saw recommended related search “scantron art” and found out of course I am not the only one that stood up the scantron machine ---Later: “Only in America could someone get job teaching teachers (about assessment) at a school you could of never got into” Look I want start and reveal the truth about me. I have a confession, i rebled against the assessment maching as a 6th grader. this will tell you were my passion and motiativtions are coming from
- [] get at the core of why bubble test are evil, go back to kindle test notes: Note: I censored some of the best due to profanity and Rated R images ------------------------ Image sources: http://41.media.tumblr.com/tumblr_lztspuRQ7T1qco3bgo1_500.jpg http://img02.deviantart.net/51a0/i/2013/258/6/f/scantron_art_by_starbuxx-d6kwxxj.jpg http://orig04.deviantart.net/9923/f/2012/148/f/8/this_is_not_a_test__a_scantron_story_by_cocoaferret-d51hf2u.png http://40.media.tumblr.com/cc5d8625984ef2d41d0f72e56a859858/tumblr_mqltraJbIh1s4o23wo1_500.jpg http://dinca.org/wp-content/uploads/2009/06/wsj_01.jpg.jpeg https://41.media.tumblr.com/tumblr_lwd889m91f1qasthro1_500.jpg https://41.media.tumblr.com/tumblr_lwd889m91f1qasthro1_500.jpg http://www.howdonkey.com/pics/11/take-a-scantron-test.jpg http://41.media.tumblr.com/tumblr_lztspuRQ7T1qco3bgo1_500.jpg
- Wiggins, G. (1990). The Case for Authentic Assessment. ERIC Digest. Retrieved from: http://pareonline.net/getvn.asp?v=2&n=2 http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm Can I re-engineer an assignment to make it so intellectually worthy that a student would want to save and share it during a job interview?
- http://www.speedofcreativity.org/2016/02/10/why-and-how-of-outside-sharing-with-kidblog/ Inside Out Teaching with ePortfolios: An Alternative to the LMS Outside in = private submission turn paper in and secretgrade Vs Inside out =public evidence andbadge LMS Frustrations So hard to reset classes Pain to upload educational resources and bibs Want to own, control, copy, and mash up their material Discussion boards are artifical Gated then Dies after the semester Too dumb down for one size fits all and no room for flexibility and customizatoin +banner integration, gradebook
- 1st The Blended Advising Model was recently published in the International Journal of ePortfolio Research and recognized for education innovation by the Gates foundation This model provides an ePortfolio solution for Flipping the Advising Process with ePortfolios were advisors can: X 1) Pre-engage students before their meetings with resources and reflection/goal setting prompts in their ePortfolio X 2) Engage students during f2f meeting by reviewing, discussing, and clarifying X 3) Re-engage students afterwards by following up on their progress/growth, and plans --------------------------- [] future add def slide like my ePortfoio def that includes: Cutt 3rd implication def of advising ePortfolio: Advising ePortfolio: is a student owned and controlled website with home / bio, resume, journal/ capstone reflections, and plans / goals pages. The ePortfolio can be used for academic planning / goal setting, networking / showcasing, and reflection that can be done privately, shared socially with classmates, or used to enhance an advising session. The Blended Advising Model re-engineers the interaction and shifts the expectation of students to be prepared and ready before meetings with their advisors . The advising ePortfolio empowers students outside of face-to-face meetings with a way of taking a more active, and intentional reflective role in their academic progress and gives greater ownership to their educational paths and plans The implications of the advising ePortfolio find root in a basic definition of the technology itself, one that emerged through considerations of the impact of this technology on first-generation, first-year students. Firstly, in considering the interview and observation data of the students’ most enjoyable components, popular pages, and future uses, a working definition of the advising ePortfolio emerged:
- 1st The Blended Advising Model was recently published in the International Journal of ePortfolio Research and recognized for education innovation by the Gates foundation This model provides an ePortfolio solution for Flipping the Advising Process with ePortfolios were advisors can: X 1) Pre-engage students before their meetings with resources and reflection/goal setting prompts in their ePortfolio X 2) Engage students during f2f meeting by reviewing, discussing, and clarifying X 3) Re-engage students afterwards by following up on their progress/growth, and plans --------------------------- [] future add def slide like my ePortfoio def that includes: Cutt 3rd implication def of advising ePortfolio: Advising ePortfolio: is a student owned and controlled website with home / bio, resume, journal/ capstone reflections, and plans / goals pages. The ePortfolio can be used for academic planning / goal setting, networking / showcasing, and reflection that can be done privately, shared socially with classmates, or used to enhance an advising session. The Blended Advising Model re-engineers the interaction and shifts the expectation of students to be prepared and ready before meetings with their advisors . The advising ePortfolio empowers students outside of face-to-face meetings with a way of taking a more active, and intentional reflective role in their academic progress and gives greater ownership to their educational paths and plans The implications of the advising ePortfolio find root in a basic definition of the technology itself, one that emerged through considerations of the impact of this technology on first-generation, first-year students. Firstly, in considering the interview and observation data of the students’ most enjoyable components, popular pages, and future uses, a working definition of the advising ePortfolio emerged: