Feedback and Assessment w/ ePortfolios


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Feedback and Assessment w/ ePortfolios

  1. 1. Feedback & AssessmentDr. Jennifer Sparrow EDUCAUSE 2012Dr. Teggin Summers November 6, 2012Dr. Marc Zaldivar Denver, CO
  2. 2. Overview • Feedback as a mode of learning • Assessment as form of feedback • Outcomes-based assessment of learning • Programmatic Assessment2
  3. 3. Feedback enhances learning • Provides a process-centered framework for learning rather than an object-centered • Makes learning shared and contextual. Feedback could come from… • Fellow students • Instructors and Advisors • Mentors, peers and other students • Working Professionals • Structured feedback (e.g., via rubrics)provides meaningful, contextual information to the learner.3
  4. 4. Assessment as feedback • Assessment, in this way, can be seen as formal feedback. Its goals can be many and layered: • Self-assessment: the learner better understanding his/her own learning process through systematic feedback on the learning process. • Course-based assessment: the learner better understanding particular content/curricular information through assessment of learning activities • Programmatic-based assessment: the program better understanding the curricular environment and seeking to improve the educational4 experience.
  5. 5. Programmatic Assessment atVirginia Tech• Federal Government• Voluntary System of Accountability (VSA)• Southern Association of Colleges and Schools (SACS)• Professional Accrediting Agencies• State Council of Higher Education for Virginia (SCHEV)• VT Strategic Plan
  6. 6. But why do we do this?• What is the best indicator of the effectiveness of an educational program?• Could it be (should it be) what students have learned while being enrolled in the program?• The process of student learning outcomes assessment helps us to be sure students are learning what we expect them to learn.• “Assessment is a systematic way of paying attention to our curriculum.” – Metz
  7. 7. What is The Process for AssessingStudent Learning Outcomes? 1. Identify 2. Gather and Analyze And Articulate Information About Student Student Learning Achievement Outcomes Of Outcomes 3. Use Information Gathered To Improve Student Learning
  8. 8. What is The Process for AssessingStudent Learning Outcomes? Example: Example: Upload a critical Ability to analysis from read critically English 2604 and compose 1. Identify Introduction to an effective And Articulate 2. Gather and Analyze Critical Reading analysis of a SLOs Information to your ePortfolio. literary text 3. Use InformationExample: The assessment team rated 33 randomly selected critical essays pulled from therequired ePortfolios. 88% of the papers were given an overall rating of Competent or better, thusexceeding the Achievement Target. Even so, a handful of papers were given lower ratings thanwe would like. The teachers met to discuss the unsatisfactory essays and made changes to thesubsequent assignment for the coming year.
  9. 9. Hallmarks of the “newassessment”• Before: • Externally mandated • Delegated to the unfortunate few • Read? • Shelved • Students essentially not involved or impacted• After: • Substantial, broad-based effort and engagement • Reflection, conflict, compromise, consensus • Students as partners
  10. 10. Conclusions and Take-aways • Feedback is a critical part of ePortfolio-based activities, because it • Enhances reflection • Foregrounds educational process • Shares learning, up and down the scale • Assessment is a systematic way of providing feedback on specific learning outcomes. • Again, this assessment is an extension of learning for, and about, our students.10