Transcript Don`t Let the Perfect be the Enemy of the Good: Lessons from Pace

Don't Let the Perfect be the
Enemy of the Good: Lessons
from Pace University's Approach
to Portfolio Assessment
The 2006 Assessment Institute
Indianapolis, IN
October 30, 2006
Linda Anstendig, [email protected]
Linda Anstendig, Sarah Burns Feyl, Beth Klingner
Sarah Burns Feyl, [email protected]
Beth Klingner, [email protected]
Portfolio Review
• History of the project
• Procedures and Materials for Portfolio
Review Day
– Criteria for the Three Types of Portfolios
– Rating Sheet
Portfolio Review
• The role of the librarians
– Information Literacy Skills Criteria
– Information Literacy Rating Sheet
• Summary of Progress and Challenges
ePortfolios
• History of the project
– Grant teams
– Migration from commercial product to inhouse system
• http://www.pace.edu/eportfolio
http://www.pace.edu/eportfolio
The ePortfolio Wizard helps the students create “cover pages” from which
they can link to documents in their ePortfolio.
The Wizard gives the user standard fields to complete, name and email
address are required and are filled in automatically by the Wizard system.
Here is an example of a very simple ePortfolio cover page, with a link out to
a separate web page.
Web File System
• Where files are stored
• Links from the Portfolio Wizard / Cover
page point to files in the WFS system
Students can store files in the Web File System and then point to these files
and documents from their ePortfolio cover page; 100 MB of storage
available on the Web. Permissions can be set so guests can view files and
folders.
Students can create multiple ePortfolios, for classes, projects, job
applications, personal use…
Sample Student Portfolios
• Chris
• Michael
Chris is linking to three ePortfolios from his cover page, and his personal
web page.
The top half of Chris’ ENG 201 ePortfolio cover page.
The bottom half of Chris’ ENG 201 ePortfolio cover page. He is linking to
a number of essays from the class.
Michael used some color, and is pointing to files and documents from
different classes, and some personal items as well.
Where We Are Now
• Progress
– Collaborative team approach
– Grass roots initiative
– Development of in-house system
– Development of rubrics
– Growing interest from other areas
– Administrative “soft” support
Where We Are Now
• Challenges
– Remains a small pilot
– No consistent funding
– Lack of consensus on where and when to use
– Need to educate community about its
advantages
Questions? Comments?
• Linda Anstendig, Professor of English
[email protected]
• Sarah Burns Feyl, Assistant University Librarian
[email protected]
• Beth Klingner, Director of Instructional Technology
[email protected]
Thank you for your participation!