This document discusses replacing traditional final exams with culminating ePortfolios in courses. It presents research questions about the role of ePortfolios in assessment and students' perceptions of a "flipped final". The methodology involves collecting data on ePortfolio pilots in Spanish language courses through surveys, observations, and analytics. Preliminary findings suggest students found value in showcasing their work, seeing growth over time, writing reflections, and presenting their ePortfolio to peers. The flipped final is proposed to better support learning goals compared to traditional exams by emphasizing analysis, evaluation and creation over recall.

1. Flipped Finals: Assessment As Learning via
Culminating ePortfolios
G. Alex Ambrose, Ph.D.
Professor of Practice, Kaneb Center for Teaching & Learning
Elena Mangione-Lora
Professor, Romance Languages & Literatures Department
Chris Clark
Assistant Director of the Kaneb Center for Teaching & Learning
The Association of Authentic, Experiential, and Evidence-Based Learning (AAEEBL)
Midwest Regional Conference, South Bend, IN
5/12/16
April 1, 2016 Indiana University-South Bend.

2. Ambrose, G. Alex, Mangione-Lora, Elena, Clark, G. Chris
(2016) “Flipped Finals: Assessment As Learning via
Culminating ePortfolios” The Association of Authentic,
Experiential, and Evidence-Based Learning (AAEEBL)
Midwest Regional Conference, South Bend, IN
How to Cite this Presentation:

3. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

4. Problem: Blue Book & Bubble Sheet

5. Goals
Challenges Traditional Final
Process (time/space) Study and cram @ home then take exam @ class
Responsibility Instructor Audit
Grading Burden Lengthy Instructor Evaluation
(that students never read comments)
Perspective & Purpose Letter Grade and GPA
Bloom’s Taxonomy remember, understand and apply
(bottom of pyramid)
Control Instructor-structured
Evidence Indirect (select a response)
Meaning Artificial
© gAlexAmbrose.com

6. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

7. Barrett, H. C. (2007). Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative. Journal of Adolescent & Adult
Literacy, 50(6), 436-449.
Assessment OF vs FOR Learning
Assessment
Of
Learning
Assessment
For
Learning

8. Background
Source: https://learningsciences.utexas.edu/sites/default/files/flippedflowmodel.png

9. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

10. 10
• 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

11. Methodology
Action research using a design and
development research methodology to
create systematic and evidence-based
results to validate and evaluate this
emerging technology application with
the aim of establishing an empirical
basis for the creation of these
instructional tools and develop new or
enhanced models that govern their
development (Nieveen & Van den
Akker, 1999).
Data
Collection
Instructional
Design Work
Log
Learning
Analytics (i.e.
site hit count)
Observations
from student
eP work
comments &
reflections
Survey

12. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

13. [2:38] https://drive.google.com/drive/folders/0B8AIPHhRUVuYZE9SZ2xrVXFudFk

14. Spanish Conversation and Writing
A fifth semester language and culture course

15. Student Needs:
Growth towards fluency
Opportunities to speak
Feedback
Enjoyable and meaningful
Tailored strategies
Opportunity for self-
evaluation
Instructor Needs:
Evidence of learning
Conveying to students that the course is a
step in development
Ease and accuracy of assessment
Creation of opportunities to connect,
synthesize and engage with course material
Ability to provide challenges of “desirable
difficulty”

16. 5 Step Process for Language Mastery
Exposure
Awareness
PracticeFeedback
Mastery

17. Meta-Reflection Assignment
Translated from Spanish: Please write a reflection on what you have learned this semester with
special emphasis on the material and activities we did in class (readings, discussions, Snite, Día
de los Muertos, drills, speed interviews, YouTube videos, NPR reports), and homework
(compositions, supersitio, VoiceBoards, experiential learning, movies) and independently
(lectures, films, activities, Spanish Tables, Tertulia, shows, conversations with friends and
family, trips, and other activities)
Did you acheive the goals you had for this semester? Why or why not? Please also comment on
how you plan to incorporate what you experienced and learned in the future. Please mention
specifically:
• The most important thing you’ve learned
• What you would have done differently
• Your own performance – what were your acheivements / challenges
• The strategies that you used and whether they were effective or not, and why not
• The most fun thing you did and that which gave you the most satisfaction
• What you plan to / hope to expeience and learn in the future / how you will use what you
used in this course

18. 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

19. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

22. https://nd.digication.com/el_camino_de_espa_ol_claire_turgeon/Skills_Matrix/published

23. Survey Results
1 Survey
17 selected response questions
(1 Strongly Disagree5 Strongly Agree)
2 constructed response questions
Administered to 3 sections (same instructor and course)
34 out of a total of 54 students=63% response rate

24. 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
59%
Disagree
26%
Neutral
6% Agree
6%
Strongly Agree
3%
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.”

25. 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
47%
Disagree
50%
Neutral
3%
Agree
0%
Strongly Agree
0%
Strongly Disagree Disagree Neutral Agree Strongly Agree
16 17 1 0 0

26. Question 4: Showcase Gallery
Gathering all my coursework in the gallery
allowed me to review and showcase evidence
of my learning.
Strongly Disagree
0%
Disagree
0%
Neutral
3%
Agree
41%
Strongly Agree
56%
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.”

27. Question 5: Indexing Coursework for Growth
Indexing all my coursework to learning
objectives helped me see my own growth.
Strongly Disagree
0%
Disagree
0%
Neutral
12%
Agree
56%
Strongly Agree
32%
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.”

28. Question 6: Meta-Reflection Usefulness
Writing the meta-reflection was a useful exercise.
Strongly Disagree
0%
Disagree
0%
Neutral
9%
Agree
44%
Strongly Agree
47%
Strongly Disagree Disagree Neutral Agree Strongly Agree
0 0 3 15 16

29. Question 9: Presenting ePortfolio
Preparing and presenting my ePortfolio to the class was
a valuable experience.
Strongly Disagree
0%
Disagree
0%
Neutral
29%
Agree
44%
Strongly Agree
27%
Strongly Disagree Disagree Neutral Agree Strongly Agree
0 0 10 15 9
Student Comments:
“I thoroughly enjoyed
reflecting on the semester and
practicing my public speaking
and Spanish skills in front of
my peers.”
“It was more fun than I
anticipated.”

30. Question 10: Value of Peer Presentations
Watching and hearing my peers’ ePortfolio
presentations was a valuable experience.
Strongly Disagree
0%
Disagree
6%
Neutral
26%
Agree
47%
Strongly Agree
21%
Strongly Disagree Disagree Neutral Agree Strongly Agree
0 2 9 16 7
Student comments:
“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.”

31. Research Problem & Goals
Literature & Background
Research Questions & Methodology
Context & Course Case Studies
Preliminary Findings & Student Samples
Conclusion & Discussion

32. Traditional  Flipped Final
Challenges Traditional Final Flipped Final
Process (time/space) Study and cram @ home
then take exam @ class
build, plan, reflect, prepare ePortfolio @ home
then present @class
Responsibility Instructor Audit Student Empowerment & Ownership
Grading Burden Lengthy Instructor Evaluation
(that students never read comments)
Self Assessment & Peer Review
(360 degree feedback)
Perspective & Purpose Letter Grade and GPA Confidence & Competency
Bloom’s Taxonomy remember, understand and apply
(bottom of pyramid)
analyze, evaluate, and create
(top of pyramid)
Control Instructor-structured Learner-structured
Evidence Indirect
(select a response)
Direct
(perform a task)
Meaning Artificial Authentic
(real-world)
© gAlexAmbrose.com

33. Flipped Final: Assessment AS Learning via Culminating ePortfolio
Assessment
FOR
Learning
Assessment
OF
Learning
Assessment
AS
Learning
Institution-Centered
Past  Present
Checklists of Competencies & Standards
Measurement
Product & Summative Evaluation
Learner-Centered
Present -> Future
Story of the Learner
Improvement
Process & Formative Feedback
Both (Win/Win)
Culmination of Class & Beyond
Both (Continuous Improvement Process)
Both (Authentic & Motivation)
Both (Meta-cognitive)
Who:
When:
How:
Why:
What:
© gAlexAmbrose.com

34. Future Research
• This project was funded by Ursula Williams Fellowship with
the support of CSLC and the Kaneb Center
• Pilot 2.0 study to IRB
• SoTL presentation  publication
• Scale to multiple classes
• International grant to Chile for cross-
institutional/international
34

35. 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, 10(2).
Chicago.
35

36. If you are interested in connecting & collaborating:
G. Alex Ambrose, gambrose@nd.edu
Elena Mangione-Lora, Mangione-Lora.1@nd.edu
Chris Clark, clark.96@nd.edu

37. “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.”