Connecting eFolio Minnesota to Accreditation Competencies in HPERSS

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Connecting e-Folio Minnesota to Accreditation
Competencies in HPERSS

• E-Folio Minnesota Conference
• November 3, 2005

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Presenters
Eastep, Briget T. Martin, Caryl L. Nearing,
Ruth, J. St. Cloud State University, St. Cloud,
MN 56301
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Acknowledgements
St. Cloud State University Students Basic
E-Portfolio Amanda Kunkel Intermediate Roger
Vogt Advanced Tommy Anderson
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Presentation Overview

• Purposes of electronic portfolios
• Advantages of e-folio as an accreditation tool
• Disadvantages of e-folio as an accreditation tool
• Example of application from Physical Education
• Example of application from Recreation and Sports
  Management
• Future Directions
• Discussion How are you using e-folio as an
  accreditation tool?

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Purposes of Electronic Portfolios

• Provides students with a flexible and creative
  technique to demonstrate skills and knowledge
  learned
• Provides professors a method for assessing and
  evaluating student learner outcomes
• Provides a procedure to track students throughout
  their career
• Provides a technique by which academic programs
  can demonstrate how teacher candidates meet
  program and accreditation competencies

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Advantages of Using e-Folio

• No cost to Minnesota resident users
• Relatively simple to use
• Secure site
• Can link to SCSU computer file space
• Can motivate students due to the technology
  challenge
• Students add to their knowledge of
  computer/technology skills

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Advantages of Using e-Folio

• Enhances quality of work due to non-university
  personnel access/scrutiny
• Creates an avenue by which changes can be made
  easily as compared to hard copies
• Gradually prepares a students resume for the
  future
• Allows possible employers a snapshot of students
  abilities

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Advantages of Using e-Folio

• Allows possible employers a snapshot of students
  abilities
• Eliminates the necessity of storing, maintaining,
  and transporting hard copies of documents
• Allows for a variety of multi-media technology at
  viewers fingertips

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Advantages of Using e-Folio

• Comments from instructors on assignments can be
  scanned and included
• Student has control over who views the site
• E-folios can be made available for accrediting
  bodies
• E-Folio is a dynamic document

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E-Folio Disadvantages

• Must be a Minnesota resident or student in a
  class to access site
• Non-residents lose access upon graduation
• Upon graduation, SCSU students lose computer file
  space and links to e-Folio
• Some students do not find it user friendly
• Space is limited

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E-Folio Disadvantages

• Students who are not self starters tend to
  struggle
• Cannot organize entries as one would like
• To use advanced skills button a person needs to
  more than basic computer skills
• Some of the students believe that a drop/drag
  option would be more advantageous

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E-Folio Disadvantages

• Not all faculty will agree to use the e-Folio
  concept
• Faculty resist change
• Not willing encourage students to upgrade their
  artifacts
• Lack technology skills
• Afraid of looking bad in front of students if
  they have problems with the program
• Lack motivation or desire to learn new programs

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E-Folio Disadvantages

• Professors of courses must assess all
• e-Folios
• Requires continuity within programs and between
  and among all courses
• Success depends upon the availability of
  technology tools (Examples scanners, digital and
  i-Movie software packages)

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Connecting e-Folio to Accreditation Competencies

• Many competencies can be met with e-Folio
• Aids in conveying the need for course topics and
  assignments
• Students can access accrediting bodies and code
  assignments/projects accordingly

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Physical Education ApplicationScoring Rubric
Guide

• Target (4) Highest level of achievement.
• Competent (3) Level of achievement very good,
  but could be improved.
• Acceptable (2) Meets minimum standards of
  achievement, but needs to present better quality
  work.

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Physical Education ApplicationScoring Rubric
Guide

• Remediation (1) Work with instructors to provide
  stronger information and artifacts.
• Remediation (0) See advisor to reconsider
  physical education as a teaching career.

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http//rogervogt.efoliomn.com
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NASPE STANDARDS Standard 1 Content
Knowledge. Physical education teachers understand
physical education content and disciplinary
concepts related to the development of a
physically educated person. This standard
represents the discipline specific content and
skill knowledge necessary to provide curriculum
and instruction related to NASPE K-12 Content
Standards 1-4 found in Moving Into the Future
National Physical Education Standards (NASPE,
1995a). To meet this standard, programs will
document assessment activities that include motor
skills, content knowledge in subdisciplines, and
the application of disciplinary content to
teaching. Standard 2 Growth and
Development. Physical education teachers
understand how individuals learn and develop and
can provide opportunities that support their
physical, cognitive, social, and emotional
development. The focus of this standard is the
application of growth and development concepts to
creating learning experiences. Teacher candidates
will demonstrate the ability to plan and
implement developmentally appropriate learning
experiences based on expected developmental
levels.
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NASPE STANDARDS Standard 3 Diverse
Students. Physical education teachers understand
how individuals differ in their approaches to
learning, and create appropriate instruction
adapted to these differences. Through this
standard, teacher candidates demonstrate their
ability to plan and implement learning
experiences that are sensitive to diverse
students, and that will enable students to
develop qualities of respect and responsibility
as defined in NASPE K-12 Content Standards
5-6. Standard 4 Management and
Motivation. Physical education teachers use an
understanding of individual and group motivation
and behavior to create a safe learning
environment that encourages positive social
interaction, active engagement in learning, and
self-motivation. This standard is concerned with
teacher candidates use of a variety of
strategies to institute behavior change, manage
resources, promote mutual respect and
self-responsibility, and motivate students.
Teacher candidates whose performance is
acceptable will be effective in helping students
develop behaviors related to respect,
responsibility, and enjoyment of physical
activity (NASPE K-12 Content Standards 5-7).
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NASPE STANDARDS Standard 5 Communication. Physic
al education teachers use knowledge of effective
verbal, nonverbal, and media communication
techniques to enhance learning and engagement in
physical activity settings. Teacher candidates
demonstrate sensitivity to all students, and
model appropriate behavior. Standard 6
Planning and Instruction. Physical education
teachers plan and implement a variety of
developmentally appropriate instructional
strategies to develop physically educated
individuals, based on state and national (NASPE
K-12) standards. This standard deals specifically
with pedagogical knowledge and application. The
core of this standard will be a series of
sequential and progressive field experiences that
allow teacher candidates to refine, extend, and
apply their teaching skills.
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NASPE STANDARDS Standard 7 Student
Assessment. Physical education teachers
understand and use assessment to foster physical,
cognitive, social, and emotional development of
students in physical activity. Teacher candidates
will use various forms of authentic and
traditional assessment to determine achievement,
provide feedback to students, and guide
instruction. Critical to this process will be an
analysis of the appropriateness of various
assessments. Standard 8 Reflection. Physical
education teachers are reflective practitioners
who evaluate the effects of their actions on
others (e.g., students, parents/guardians, fellow
professionals), and seek opportunities to grow
professionally. This standard can be met through
evidence that demonstrates effective
self-reflection on the part of teacher candidates
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NASPE STANDARDS Standard 9 Technology. Physical
education teachers use information technology to
enhance learning and to enhance personal and
professional productivity. The intent of this
standard is to ensure that teacher candidates
develop knowledge of and ability to implement
current technologies in order to enhance
learning. Standard 10 Collaboration. Physical
education teachers foster relationships with
colleagues, parents/guardians, and community
agencies to support students' growth and
well-being. This standard encompasses teacher
candidates opportunities to interact and
advocate for physical activity both in school and
the larger community. Inclusion of learning
experiences that involve teacher candidates with
community agencies would be appropriate.
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Physical Education Teaching Major
Assessment Electronic Portfolio Levels
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Physical Education Teaching Major
Assessment Basic Electronic Portfolio Rubric
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Intermediate Electronic Portfolio Rubric
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Advanced Electronic Portfolio Rubric
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WRITING RUBRIC
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Pre- Test Swimming Rubrics
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Transition Points Disposition Standards
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the
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Senior Seminar Presentation Rubric
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Recreation and Sports Management Application

• Throughout their major academic career students
  will create an electronic portfolio of
  assignments and projects.
• Courses and assignments are linked to National
  Recreation and Park Association Accreditation
  (NRPA) Standards
• Electronic portfolios can also be used to
  demonstrate how our program is meeting NRPA
  accreditation standards
• Final electronic portfolio is used to evaluate
  student for graduation

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Checklist Approach to an Academic Electronic
Portfolio
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Checklist Continued
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Checklist Continued
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Checklist Continued
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Future Directions

• Present e-Folio PowerPoint to department faculty
• Test initial Physical Education rubric system and
  make adjustments as needed
• Test initial Recreation and Sports Management
  portfolio/checklist system and make adjustments
  as needed

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Discussion

• How are you using e-folio to meet accreditation
  requirements?
• What feedback do you have about our application
  of e-folio to meet accreditation requirements?