Using Electronic Portfolios to Assess Learning at IUPUI

1
Using Electronic Portfolios to Assess Learning at
IUPUI

• Trudy Banta
• Sharon Hamilton
• Susan Kahn
• Indiana University-Purdue University Indianapolis

2
Plan
Implement
Culture of Evidence
Improve
Evaluate
3
PLANNING

• Campus mission, goals
• Unit goals aligned
• Programs based on assessable goals with PIs
• Annual reports on the Web

4
PAII Evaluation Services

• Assessment of learning
• Surveys
• Program reviews
• Performance indicators
• Program cost analysis
• Web-based evaluation tools
• Program evaluation/action research
• Accreditation

5
IMPROVEMENT AGENDA

• 1. Reporting to internal constituents
• 2. Demonstrating accountability
• www.iport.iupui.edu
• 3. Proposing improvement initiatives
• based on findings
• 4. Improving assessment methods

6
Assessment of Individual Student Development

• Assessment of basic skills for use in advising
• Placement
• Counseling
• Periodic review of performance with detailed
  feedback
• End-of-program certification of competence
• Licensing exams
• External examiners

7
Key Results of Individual Assessment

• Faculty can assign grades
• 2. Students learn their own strengths and
  weaknesses
• 3. Students become self-assessors

8
A Second Look

• 1. Across students
• 2. Across sections
• 3. Across courses

9

• 1. Where is learning satisfactory?
• 2. What needs to be retaught?
• 3. Which approaches produce the most learning for
  which students?

10
Group Assessment Activities

1. Classroom assignments, tests, projects
2. Questionnaires for students, graduates,
   employers
3. Interviews, focus groups
4. Program completion and placement
5. Awards/recognition for graduates
6. Monitoring of success in graduate school
7. Monitoring of success on the job

11
Use of Results of Group Assessment

• Program improvement
• Institutional and / or state peer review
• Regional and / or national accreditation

12
Assessment of Learning

• Faculty agreement on outcomes and performance
  standards
• Evidence in syllabi and assignments that
  outcomes are taught
• Collective faculty review of group performance
• Use of findings to improve instruction and
  curriculum

13
Methods of Assessment

• Paper and pencil tests
• Individual or group projects
• Portfolios
• Observation of practice
• Observation of simulated practice
• Analysis of case studies
• Attitude or belief inventories
• Interviews and focus groups
• Surveys

14

• Now We Have
• the
• Press to assess with a test

15
2006Commission on the Future ofHigher Education

1. Need simple way to compare institutions
2. Institutions should be more accountable for
   student learning

16

• What happens to outcomes assessment
• undertaken
• to guide improvements
• in
• teaching and learning?

17
Using Electronic Assessment Methods

• We can
• Track progress in assignments
• Evaluate contributions to group projects
• Conduct immediate process checks to evaluate
  instruction
• Assess the quality of written work

18
What is an e-portfolio?

• A selection of purposefully organized artifacts
  that support retrospective and prospective
  reflection and that document, assess, and enhance
  student learning over time.

19
Why e-portfolios?

• For students
• Track growth and development
• Develop capacities for metacognition and
  self-directed learning
• Integrate and apply learning
• For faculty
• Enrich learning experiences
• Base assessment on authentic performances
• For programs and institutions
• Assessment for admissions, improvement and
  effectiveness, accreditation

20
Principles of Undergraduate Learning

• Core communication and quantitative skills
• Critical thinking
• Integration and application of knowledge
• Intellectual depth, breadth, and adaptiveness
• Understanding society and culture
• Values and ethics

21
ePort Learning Matrix
22
ePort levels of competence

• What all undergraduate students at IUPUI should
  know and be able to do within their
• Introductory First 26 credit hours
• Intermediate First 56 credit hours
• Advanced Major, profession, or academic program
• Experiential Co-curricular, extra-curricular,
  work-based learning

23
Inside a Matrix Cell
Goal To document introductory competence in written communication Expectations 1.You have identified a different audience and purpose for at least 2 documents 2.You have selected information appropriate to your audience and purpose. 3.You have used two different organizational styles appropriate to audience and purpose 4. You have used appropriate language, style, writing conventions, and formats.
24
Features of ePort

• Resources
• Learner Profile
• Matrices
• PUL
• Customized
• Presentation Tool
• Reporting Tool

25
(No Transcript)
26
Dashboard/Learner Profile

• Tasks
• Profile
• Pre-Survey
• Preflection
• Upload resources
• Reflection

Profile Information Connections to self-assessment tools
Connections to Career Center Student Life and Diversity Connections to other helpful sites
27
(No Transcript)
28
interact
interact
interact
interact
Objects
assess
assess
assess
assess
Crs grade
Crs grade
Crs grade
Crs grade
reflect
reflect
reflect
reflect
Aggregate (Reports)
Artifact
Artifact
Artifact
Artifact
Communication Skills Critical Thinking Integrati
on Application of Knowledge Understanding Soci
ety Culture Values Ethics Etc .
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Criteria
Intro
Exper
Intermed
Adv.
Exper
Intro
Adv.
Intermed
Intro
Exper
Intermed
Adv.

29
Adoption strategies

1. Small grants to departments and to freshmen
   learning communities
2. Collaboration with users to develop needed
   features and modify or customize existing ones
3. Extensive faculty development and technology
   support

30
Student Self-Assessment in the IUPUI ePort

• From Gateway Through Graduation

31
From Gateway Through Graduation

• First year
• Preflection
• Reflection
• Capstone
• Retrospective
• Prospective

32
Preflection

• What are your important goals for your life after
  college? Think about your goals in areas like
  career, citizenship, relationships, personal
  life, and spiritual/religious development.
• Thinking of one or two of these goals, what do
  you need to do and learn between now and
  graduation to get there? What abilities, skills,
  knowledge, and other characteristics do you need
  to improve or develop?
• Which of the PULs seem(s) most important for you
  to improve upon to reach your goals? Why?

33
Reflection

• Reflect upon the goals you had during your first
  weeks at IUPUI.
• Have your goals, or your ideas about how to reach
  them, changed?
• What have you learned that is relevant to the
  goal(s) discussed in your preflection? What is
  the evidence for this learning?
• Are there additional PULs that you now see as
  relevant to your goals?

34
Capstone Matrix LIFELONG LEARNING POSSIBLE CAREERS CURRENT ROLE IN SOCIETY
PRINCIPLE OF UNDERGRADUATE LEARNING Artifacts Artifacts Artifacts
REASON FOR BECOMING AN ENGLISH MAJOR Artifacts Artifacts Artifacts
35
Matrix Thinking

• Movement from focus on original document to focus
  on original document in relation to a new
  conceptual framework
• See work in new focus
• Results in greater depth of understanding of
  original work
• Students can assess their intellectual growth
  since the original writing.
• Development in reflective thinking

36
Development in Reflection

• Ability to self assess
• Awareness of how one learns
• Developing lifelong learning skills

37
Ability to Self-Assess

• Observing Ones Own Performance
• Using Feedback and Evidence
• Finding and Analyzing Patterns
• Making Judgments

38

• Islam Y107.doc exemplifies my ability to be a
• critical thinker because I had to put forth
• significant effort to separate my emotion from
  the facts
• and research.I believe that objectivity and
  rationality
• are at the core of every serious student this
  paper
• shows me that I can be a serious student. Every
  class
• that I have taken in political science, English,
  and
• philosophy has emphasized the importance of
  looking
• past the surface of things. Additionally, my
  education in
• the liberal arts has taught me that there is much
  more to
• things than what my emotions tell me there
  are.My
• emotions are central only to my own experiences,
  and
• my critical thinking skills allow me to leap
  outside of my
• own experiences.

39

• Critical thinking is my most important PUL
  because, no matter what goal I am pursuing,
  critical thinking will be a necessary step before
  that goal will ever be reached.Thinking about
  working as an advocate of the law in a
  globalizing world is intimidating. The documents
  in this cell, however, have calmed my angst so
  that I feel as though I am capable of
  accomplishing my goals. Two of the papers in this
  cell are only one page in length. Ive come to
  learn that brevity and conciseness coupled with
  poignancy and clarity serve as valuable evidence
  that one has thought well and critically. To be
  brief is difficult if there is a lot to say.
  There is also a very long document in this
  cell.Longevity of thought is sometimes necessary
  before brevity of a statement can be made clear.

40
I no longer see what I have to offer as an
English job hunter in mere terms of degree
possessed and years of experienceI look at what
I have to offer in a larger context. Beyond the
essentials in my resume that I share with all
other graduates, I now see capacities in critical
thinking, communications, and multi-project
analyses. All these capacities can be supported
with the creative and scholarly material in my
matrix.
41
interact
interact
interact
interact
Objects
assess
assess
assess
assess
Crs grade
Crs grade
Crs grade
Crs grade
reflect
reflect
reflect
reflect
Aggregate (Reports)
Artifact
Artifact
Artifact
Artifact
Communication Skills Critical Thinking Integrati
on Application of Knowledge Understanding Soci
ety Culture Values Ethics Etc .
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Criteria
Intro
Exper
Intermed
Adv.
Exper
Intro
Adv.
Intermed
Intro
Exper
Intermed
Adv.