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Flipped Finals: Assessment As Learning via Culminating ePortfolios
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.
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Flipped Finals: Assessment As Learning via Culminating ePortfolios
- 1. Flipped Finals: AssessmentAs 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.
- 9. Research Problem &Goals Literature & Background Research Questions & Methodology Context & Course Case Studies Preliminary Findings & Student Samples Conclusion & Discussion
- 10. 10 • What rolecan 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 usinga 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.
- 14. Spanish Conversation andWriting A fifth semester language and culture course
- 15. Student Needs: Growth towardsfluency 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 Processfor Language Mastery Exposure Awareness PracticeFeedback Mastery
- 17. Meta-Reflection Assignment Translated fromSpanish: 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 AssessmentFlipped 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.
- 23. Survey Results 1 Survey 17selected response questions (1 Strongly Disagree5 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: ePvs 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: ePvs 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: ShowcaseGallery 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: IndexingCoursework 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-ReflectionUsefulness 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: PresentingePortfolio 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: Valueof 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 FlippedFinal 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: AssessmentAS 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 • Thisproject 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 areinterested 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 ofclass 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.”
Editor's Notes
- #3 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.
- #5 http://bookstore.cuesta.org/outerweb/product_images/10075654l.gif http://www.scantronscore.com/WebHelp/content/Resources/Images/SC982-E_front.png
- #6 Flip Privacy Learning outside – in learning inside – out Assessment AS Learning = making the assessment a meaningful and engaging experience
- #8 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
- #11 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
- #15 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
- #19 Alex, Can you change the colors to orange and put borders around the two sections?
- #25 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.”
- #33 Flip Privacy Learning outside – in learning inside – out Assessment AS Learning = making the assessment a meaningful and engaging experience
- #34 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
- #36 Here you have a list of references that I mentioned in the presentation
- #37 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,