Transcript No Slide Title

Assessing Student and
Institutional Learning Using
Electronic Portfolios
Trudy Banta
Sharon Hamilton
Susan Kahn
The Assessment Institute in
Indianapolis
November 3, 2003
Our Questions:
How can electronic portfolios be used to assess
1. student learning?
2. institutional learning and effectiveness?
What have you accomplished
in the last 4 years?
Did you have any difficulty summarizing
your accomplishments?
What would have helped you do this?
How would you organize
a presentation on student learning
on your campus?
Is there a conceptual framework
that you could use?
The Search for Accurate
Measures of Student Learning
1980 – Estimated gain in Tennessee
1992 – Federal proposal for national test
2000 – Report Card (Incomplete in learning)
2002 – New proposals for assessing
learning
ePort at IUPUI
Connecting and Assessing Curricular
and Co-Curricular Learning
What is ePort
• A collection of student work throughout their
academic career at IUPUI, selected to show
learning of the Principles of Undergraduate
Learning in relation to course work.
• An opportunity for students to develop their own
learning profile and learning matrix, knowledge
maps, advising record, and resumes.
“Unbundling”
Testing
Syllabus
In Touch
Schedule
Federated Searching
Gradebooks
Digital content
Ereserves
Full Text articles
Authn/Authz
Security
Workflow
Comm.
Tools
Storage
Learning Matrix
Learning Profile
Content Manager
Advising
Research Manager
Resume/Vita Builder
Knowledge Mapper
Other
Services
Authn/Authz
Security
Workflow
Comm
Tools.
Storage
Other
Services
ePortfolio Goals
• Assist both faculty and students to reach
a clearer, more coherent understanding
of how aspects of the curriculum support
students' increasing mastery of the PULs.
• Contribute to assessment of student
learning of the PULs at the levels of the
individual student, the course, program,
and institution.
• Support student engagement with the
PULs over their entire undergraduate
experience, beginning in the freshman
learning community and culminating in
the capstone experience.
ePortfolio
The ePortfolio is organized around IUPUI's
Principles of Undergraduate Learning.
1.
2.
3.
4.
Core communication and quantitative skills
Critical thinking
Integration and application of knowledge
Intellectual depth, breadth, and
adaptiveness
5. Understanding society and culture
6. Values and ethics
ePortfolio Levels of Competence
– Introductory: What all undergraduate students
at IUPUI should know and be able to do in
relation to the PULs within the first 26 credit
hours.
– Intermediate: What all undergraduate
students at IUPUI should know and be able to
do in relation to the PULs within the first 56
credit hours.
– Advanced: What all baccalaureate students at
IUPUI should know and be able to do in
relation to PULs in their major or profession or
academic program.
– Experiential: Connecting curricular and co-
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Complete
Pending
Ready
Locked
Learning Matrix
Click on cell to view/edit
Core Communications & Quantitative Skills
Written Communication
Analyzing Texts
Oral Communication
Quantitative Problem Solving
Information Literacy
View by Category
View by Matrix
Learning Matrix
Click on cell to view/edit
Core Skills > Oral Communication
1. Course Development Project
a. Persuasive Speech
b. Poster
c. One Page document
2.
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Cell.
View by Category
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Learning Matrix
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Core Skills > Oral Communication > Introductory
Students communicate orally with different audiences and
purposes.
To demonstrate your understanding of this PUL at the Introductory level, the oral
communication and documents you upload and your reflection should show
the following:
a) you identify the characteristics of your intended audience and adapt your
speech to this assessment and analysis
b) you create a specific purpose or function for your oral communication
c)
you organize and develop your main ideas to accomplish your purpose for
your intended audience;
d) you locate and identify credible sources of information on your topic
e) you identify appropriate communication aids (for example, power point slides,
handouts, audio tape or video tape) that will aid in accomplishing your specific
purpose
f)
you use effective oral (rate, volume, pauses, articulation) and nonverbal (eye
contact and body language) delivery skills
g) you identify and understand critical listening skills
h) you identify your own and others strengths in oral communication, which
includes strengths in organization, content, delivery and audience adaptation
View by Category
View by Matrix
Learning Matrix
Click on cell to view/edit
Core Skills > Oral Communication > Introductory
Students communicate orally with different audiences and
purposes.
Audience: These are the
intended viewers/ listeners of
your oral communication.
Your intended viewer/listener
may be one person or a
group, which will require you
to consider who they are and
what their perspectives are
on the topic. The oral
communication you choose
should demonstrate how you
can adapt your speaking to
your viewers/listeners.
To demonstrate your understanding of this PUL at the Introductory level, the oral
communication and documents you upload and your reflection should show
the following:
a) you identify the characteristics of your intended audience and adapt your
speech to this assessment and analysis
b) you create a specific purpose or function for your oral communication
c)
you organize and develop your main ideas to accomplish your purpose for
your intended audience;
d) you locate and identify credible sources of information on your topic
e) you identify appropriate communication aids (for example, power point slides,
handouts, audio tape or video tape) that will aid in accomplishing your specific
purpose
f)
you use effective oral (rate, volume, pauses, articulation) and nonverbal (eye
contact and body language) delivery skills
g) you identify and understand critical listening skills
h) you identify your own and others strengths in oral communication, which
includes strengths in organization, content, delivery and audience adaptation
View by Category
View by Matrix
Learning Matrix
Core Communication & Quantitative Skill
Critical Thinking
Integration & Application of Knowledge
Intellectual Breadth, Depth and Adaptiveness
Understanding Society and Culture
Values and Ethics
View by Category
View by Matrix
Learning Matrix
Introductory
Intermediate
Advanced
Experiential
Core Communication & Quantitative Skill
Written Communication
Analyzing Texts
Oral communication
Quantitative Problem Solving
Information Literacy
Critical Thinking
Integration & Application of Knowledge
Intellectual Breadth, Depth and Adaptiveness
Understanding Society and Culture
Values and Ethics
View by Category
View by Matrix
All
Can we assess institutional
learning and effectiveness
using an electronic
institutional portfolio?
Urban Universities Portfolio Project
(UUPP)
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California State University, Sacramento
Georgia State University
IUPUI
Portland State University
University of Illinois at Chicago
University of Massachusetts Boston
Sponsor: AAHE
Funded by: The Pew Charitable Trusts
(1998-2001)
“Institutional Portfolio”
A focused selection of real work,
combined with interpretation and
reflection, that demonstrates
specific institutional achievements
and shows learning and
improvement over time—i.e.,
“institutional effectiveness.”
Lessons Learned: Advantages of
Electronic Institutional Portfolios

Facilitate campus involvement
 Bring new perspectives that catalyze learning
and change
 Focus on evidence and alignment
 Demonstrate institutional effectiveness and
improvement over time
 Demonstrate accountability
 Useful for multiple purposes and audiences
Lessons Learned:
Disadvantages of Electronic
Institutional Portfolios
 More
work than a paper report!
 Scarcity of models
 Need for infrastructure
 Accreditation/accountability in
transition—organizations/teams may
need to be oriented to this approach
 Blur “boundaries” of self-study/report
Next Steps
 Develop
new iteration/update as annual
performance report
 Update the design and technological
infrastructure
 Incorporate more examples and
aggregated evidence of student learning
through interface with student electronic
portfolio