2003

1

Assessing Learning Outcomesthrough Electronic Portfolios:

The Rose-Hulman Institute of Technology,

Terre-Haute, IN.

Overview:About The Rose-Hulman Institute;

Portfolio Assessment Approach;

Now & Then;

The Future Outlook;

Lessons Learned.

About Rose-Hulman:

About Rose-Hulman II - Location: About 200-Acre Campus East of

Terre Haute, Indiana Founded: 1874 as Rose Polytechnic Institute Renamed: 1971 as Rose-Hulman Institute of

Technology Characteristics: Four-Year, Private,

Engineering, Science and Mathematics Enrollment: 1,800 (Became Co-Ed in 1995) Faculty: 138

2003

Portfolio Assessment Approach:Support Accreditation Efforts;

(HLC/NCA and ABET)Focus on Student Learning Outcomes;Select “Best Work” or “Showcase”

Portfolio Assessment Model;Build on Criteria: Easy to Learn/Use;

Rich in Content; Valid & Non-Intrusive Method.

Portfolio Assessment Approach II: Collection/Documentation of Learner Work

Over Time; Assess Holistically; Focus on Individual Learning. Sources: Current Course Work &

Professional Development Activities. Authentic Assessment of Institute-Wide

Learning Outcomes. Promote Evidence-Based Decision Making in

TQ Processes.

Now & Then:Back Then, 1999, 9 Learning Objectives

with 45 Performance Criteria to Measure;

Now, 10 Student Learning Objectives with 35 Performance Criteria;

Back Then, Assess All Objectives Annually;

Now, 3 Chosen Objectives Per Year.

2003

The Future Outlook -Closing the Feedback Loop:

Faster Flow of Information to Departments; Faster Flow of Information to Assessment

& Planning Committees; Faster Flow of Information to Learners.

Integration with Curricula Planning: Curriculum Map for Departments; Curriculum Map for Learners.

Lessons Learned: Support from Senior Administrators is Crucial

to Implement Authentic Assessment Method. (Resources, Nature of Assessment Method)

Faculty Buy-In is the Key to Success. Process is Iterative & Integrative. Communication (Feedback Loop) – Make

Information Accessible to Key Stakeholders in the Process.

DON’T Mix Portfolio Assessment with Faculty Evaluation