Overview Portfolio Basics Portfolio purposes Learning objectives to be addressed Roles of student...
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Transcript of Overview Portfolio Basics Portfolio purposes Learning objectives to be addressed Roles of student...
Overview
Portfolio Basics• Portfolio purposes• Learning objectives to be addressed• Roles of student and faculty in portfolio development, implementation and use• Institutional strategies for data use
A case study Promise and Pitfalls Lessons learned
What is purpose of the portfolio?
What outcomes are desired from portfolio use?
• Clear purpose• Design of portfolio driven by its use and the knowledge and skills to be assessed
Growth model Showcase Hybrid
What are the MEASURABLE learning objectives?
Facilitates meaningful evaluation Provides a common language Use tools to facilitate the process Involve your key constituents Communicate with students
Program Learning Outcome:
“Students will demonstrate effective oral
communication skills”
Performance Criteria: Acceptable Standard of
Performance Effective oral communication
Personal appearance is appropriateSpeaks clearly and with sufficient volumeAchieves rapport with audienceUses engaging vocalizationResponds effectively to questions and commentsUses audience-appropriate vocabulary, content, and style
Public Speaking Evaluation Sheet
Student: __________________________________ Date: ________Title of Presentation: _____________________________________
Evaluation Scale: Yes, a lot () 4 3 2 1 0 () No, not at all
Criteria Score Totals
Presentation Style:1. Personal appearance is appropriate _____2. Speaks clearly and with effective volume _____3. Achieves rapport with audience _____4. Uses engaging vocalization _____5. Responds effectively to questions and comments _____6. Uses audience-appropriate vocabulary, content, and style _____
Presentation style total: ______
Content:7. Uses the grammar of standard English _____8. Presentation includes introduction, body, and conclusion _____9. Organizes content logically and sequentially _____10. Presents ideas and arguments clearly and logically _____11. Uses appropriate audiovisual materials _____12. Cites sources appropriately _____
Student and Faculty roles in portfolio design and use
Be clear about how faculty are involved in the design and use of portfolio regardless of portfolio platform
• Meet their needs for information• Sensitivity to workload• Non-intrusive as possible
Involve students in meaningful ways• Be clear about what’s in it for students• Process should reinforce and be aligned with the educational process
Assessment
Development of scoring rubrics• Linked to performance criteria• Known to students• Scales consistent with purpose of assessment (i.e., student/program)
Involve students in meaningful ways
• Be clear about what’s in it for students
• Process should reinforce and be aligned with the educational process
What strategies for data use?
• Know what you are going to do with the data
Who is going to review/rate portfolio
contents? Who is going to be responsible for analysis of data? What mechanisms do you have in place to evaluate the data? How do the results relate to your educational delivery strategies – curricular and co-curricular?
Close the loop
● Importance of feedback that provides meaningful information● Target those who can do something about it● Focus on decision-making
• Improvement• Accountability• Celebration
● Inform those who have been involved about how results have been used● Communicate to stakeholders
AAHE Principles of Best Practice for Assessment of Student
Learning Use the “best practices” to guide development of assessment process Recognition of local constraints
INPUTS
OUTCOMES
Rose-HulmanInstitute
Of Technology
Terra Haute, Indiana
1650+ undergraduate students
B.S. degrees in engineering, science, and mathematics
85%+ engineering students
Rose-Hulman’s Mission
To provide students with the world’s best undergraduate education in engineering, science, and mathematics in an environment of individual attention and support.
Recruit highly qualified students, faculty, and staff
Input
Quality
Climate
Outcomes
Resources
Provide an excellent learning environment
Encourage the realization and recognition of the full potential of all campus community members
Instill in our graduates skills appropriate to their professions and life-long learning
Provide resource management & development that supports the academic mission
Instill in our graduates skills appropriate to their professions and life-long learning
Recognition of ethical and professional responsibility Understanding of contemporary issues Recognition of the role of professionals in the global society Understanding of diverse cultural and humanistic traditions Ability to work effectively in teams Ability to communicate effectively Apply the skills and knowledge necessary for mathematical, scientific, and engineering practices Ability to interpret graphical, numerical, and textual data An ability to design and conduct experiments An ability to design a product or process to satisfy a client’s needs subject to constraints
Outcomes
Assessment of student material
Faculty work in teams Each team assesses one learning objective Score holistically Emerging rubrics
• Does the reflective statement demonstrate or argue for the relevance of the submitted material to the criterion?• Is the submitted material at a level expected of a student who will graduate from Rose-Hulman?
Example of Results
1. Reflection relevant to criterion?
2. Expected for R-HIT graduate?
Communication Skills
0%
20%
40%
60%
80%
100%
1 2
Rater Question
Example of Results
1. Reflection relevant to criterion?
2. Expected for R-HIT graduate?
Communication Skills - Criterion 5Gramatically correct
0%
20%
40%
60%
80%
100%
1 2
Rater Question
Example of ResultsIs the submitted material at a level expected of a student who will graduate from Ross-Hulman?
1.Appropriate for audience
2.Organization3.Content
factually correct
4.Test audience response
5.Grammatically correct
Communication Skills -All Criteria
0%
20%
40%
60%
80%
100%
1 2 3 4 5
Rater Question
Linking results to Practice
Development of Curriculum MapLinking curriculum content/pedagogy to knowledge, practice and demonstrating learning outcomes
Show
Me!
Curriculum Map resultsFall 1999-2000 (181 courses/labs)
Communication Skills
86%
70%
7%
69%
0%
20%
40%
60%
80%
100%
Explicit Competence Feedback Not Covered
Curriculum Map resultsFall 1999-2000 (181 courses/labs)
Ethics
26%
17%
59%
29%
0%
20%
40%
60%
80%
Explicit Competence Feedback Not Covered
Closing the loop
DEC
JAN
FEB
MAR
APR
MAY
JUN
JUL
AUG
SEP
OCT
NOV
Eval committee receives and
evaluate all data; makes report and
refers recom-mendation to
appropriate areas.
Institute assessment center prepares
reports for submission to Dept
Heads of the collected data (e.g. surveys, portfolio
ratings)
Institute acts on the recommendations of
the Eval Comm.
Reports of actions taken by the institute
and the targeted areas are returned to the Eval Comm. for iterative evaluation.
Primary focus
It is not about electronic portfolios. It is about:
• teaching and learning• faculty and student development• support for the transformation of the teaching/learning environment
Implement Develop
Revise
Benefits to teaching
Faculty are asked to reflect on learning outcomes in relation to practice
• Consider the value of stated outcomes• Right ones?• Right performance criteria?• Individual faculty ownership in creating the context for learning
Develop a common language and understanding of program/institutional outcomes Promotes interdisciplinary discussions/ collaborations Explicit accountability for learning outcomes (e.g., state mandates/accreditation)
Benefits to learning
Students review their own progress as it related to expected learning. Portfolios provide a way for students to make learning visible and becomes the basis for conversations and other interactions among students and faculty. Learning is viewed as an integrated activity not isolated courses. Students learn to value the contributions of out-of-class experiences. Student reflections are metacognitive as they appraise their own ways of knowing. Promotes a sense of personal ownership over one’s accomplishments.
Students
Rewards Relevance Commitment
Lessons Learned
Assessment language – developing a discourse community Allocate resources Living, iterative process Focus is on improvement and celebration Start early Prepare for the need for “in-service” for faculty and students Decouple from faculty evaluation
DEMO Site
http://www/rose-hulman.edu/ira/reps
http://www.rose-hulman.edu/irpaAAHE/HLC