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Assessing Student and Institutional Learning Using
Electronic Portfolios
Trudy BantaSharon 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?
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
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.
Authn/Authz Security WorkflowComm.Tools
Storage
“Unbundling”
In Touch
Syllabus
Testing
Gradebooks
Schedule
EreservesDigital content
Full Text articles
Federated Searching
Learning ProfileLearning Matrix
Advising
Resume/Vita BuilderResearch Manager
Content Manager
Knowledge Mapper
Authn/Authz Security WorkflowCommTools.
StorageOther
ServicesOther
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. Core communication and quantitative skills2. Critical thinking3. Integration and application of knowledge4. Intellectual depth, breadth, and
adaptiveness5. Understanding society and culture6. 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-curricular learning
Learning Matrix
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Core Communications & Quantitative SkillsWritten CommunicationAnalyzing TextsOral CommunicationQuantitative Problem SolvingInformation Literacy
Learning Matrix
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Core Skills > Oral Communication
Persuasive Speech
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Add this to another Cell.
1. a. b. c.
Course Development Project
PosterOne Page document
2.
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 communicationc) 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 topice) 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 skillsh) you identify your own and others strengths in oral communication, which
includes strengths in organization, content, delivery and audience adaptation
Learning Matrix
View by Category View by Matrix
Click on cell to view/edit
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 communicationc) 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 topice) 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 skillsh) you identify your own and others strengths in oral communication, which
includes strengths in organization, content, delivery and audience adaptation
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.
Learning Matrix
View by Category View by Matrix
Core Communication & Quantitative Skill
Critical Thinking
Integration & Application of Knowledge
Intellectual Breadth, Depth and Adaptiveness
Understanding Society and Culture
Values and Ethics
Learning Matrix
View by Category View by Matrix
Core Communication & Quantitative Skill
Critical Thinking
Integration & Application of Knowledge
Intellectual Breadth, Depth and Adaptiveness
Understanding Society and Culture
Values and Ethics
Written CommunicationAnalyzing TextsOral communicationQuantitative Problem SolvingInformation Literacy
Introductory Intermediate Advanced Experiential All
Urban Universities Portfolio Project (UUPP)
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 ofElectronic 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 modelsNeed for infrastructureAccreditation/accountability in transition
—organizations/teams may need to be oriented to this approach
Blur “boundaries” of self-study/report
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