E Portfolios In Assessment Holtzman & Hadley

Use of E-Portfolios in the Assessment
of Academic & Professional Skills
Diane Holtzman, MA, COGS
Assistant Professor of Business Studies

Amy J. Hadley, Ed. D., CCC-SLP
Assistant Professor Speech Pathology & Audiology

The Richard Stockton College of New Jersey
Pomona, New Jersey

Portfolios:
Think about What You Collect
 If you are a parent, what have you saved for your child?
 What did your parents save for you?
 What do you collect?
 Why do you collect?

 What do your collections say about what you value?
 Is there a difference between what you purposefully and save
and what you can’t throw away?
 How can we use our collection experiences to help learners as
they develop their portfolios?

Holtzman & Hadley e-Portfolios & Assessment
2 Richard Stockton College of New Jersey

E-Portfolio
 Digitized collection of artifacts including demonstrations, resources, and
accomplishments that represent an individual, group, or institution.
 The collection can include:
 Text /Document
 Graphics
 Multimedia elements
 Can be archived via:
 Web
 CD
 DVD
 Other Electronic Means

 Source: Lorenzo & Ittelson (2005)


Sample Uses of Portfolios in Education
 Institutional Portfolios
 Teaching Portfolios
 Student Portfolios


Institutional Portfolios
 Can be used at level of: Program, School, College
 Can be used to facilitate:
 Program self-studies
 Accreditation process
 Promoting programs
 Sharing best practices


Institutional E-Portfolio Example:
Spelman College, Atlanta
“Through use of the electronic portfolio, the college is
attempting to increase student engagement in the
learning process—
a critical factor in promoting achievement and
persistence to graduation”.
Burnett & Williams (2009)


Institutional E-Portfolio Example:
Spelman College, Atlanta
 Used in first year experience courses.
 Includes:
 Reflections on the required community service experience,
 Report on information literacy exercises,
 Reflections on the first year of college,
 Writing portfolio.
 Assessment is longitudinal.
 Based on college mission statement & outcomes of general
educational program.


Spelman College
First Year Writing Portfolio
 http://www.spelman.edu/wcenter/cwp/FIRST_YR_PORTFOL
IO.html


Teaching Portfolios:
Support sharing of teaching philosophies & practices.
 Key Functions of a Teaching Portfolio
 collect evidence of your teaching ability
 a context for your teaching
 summary data on your teaching in a simple, readable format
 focus on quality, not quantity
 organized and its various sections relate to each other
 an ever–changing, living document
 allows for self-reflection
 provides an opportunity to be unique, and showcase your personal style
of teaching
 the process of creating one is generally much more important and
meaningful than the end product

 Source: Ohio State University


Ohio State Teaching Portfolio
 http://ucat.osu.edu/teaching_portfolio/teaching_port.html


Student Portfolios
 Can support advising
 Career preparation
 Credential documentation


Student Portfolios
 A purposeful collection of student work that exhibits the student’s
efforts, progress, and achievements in one or more areas (over
time).
 Support Deep Learning:
 Involves reflection
 Is developmental
 Is integrative
 Is self-directive
 Learners:
 Construct meaning
 Monitor learning
 Evaluate their own outcomes


Traditional Types of Student Portfolios
 Prior Learning: Usually assessed by faculty experts in the area for
the purpose of assigning college credit for prior experiential
learning (e.g. as would be used at Thomas Edison State College).
 Comprehensive Record: Usually includes grade reports, narrative
assessments from faculty, degree program plans. Documentation is
usually not for generated by the student.
 Credential: Used for employment. Documents skills competency.

 Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures.
Philadelphia: Council for Adult and Exceptional Learning.


Types of Student Portfolios
 Developmental: Shows student progress and the acquisition of
knowledge as a process. May show improvement in skills across
time.(e.g. examples of essays or speeches across a semester)
 Capstone: A collection of a student’s best work over time.
 Learning Contract: Contains elements of the prior learning &
developmental portfolios but is used as a toll in demonstrating
acquisition of new learning. For example, the learning contract
may contain anticipated learning outcomes, how learning is to
be documented, the outcome measures, and methods of
evaluation. The portfolio may be continually assessed.


E-Portfolios
 Work can be organized at different times relative to when it was
created.
 People do not have to be in the same physical space to view the
portfolio.
 Digital materials can be reorganized and presented in different
ways for different purposes.
 Should provide the author with administrative privileges for
organizing work and deciding who can view it.

 Source: Greenberg, G. (2004). The digital convergence: Extending the portfolio model.
Educase Review.


E-Portfolios
 Within a course instructors manage assignments & materials
within the framework of the course (e.g. on a Blackboard
course site for a specific course).
 E-Portfolios should be controlled by the author.
 Content should be managed from a variety of courses
throughout the academic career.
 Allow for communication about the contents with teachers,
mentors, peers, and author.


Types of E-Portfolios
 Showcase E-Portfolio: Organization occurs after the work has
been created. Some may use templates.

 Structured E-Portfolio: A predefined organization exists for
work that is yet to be created. Often used for demonstration of
fulfilling certain requirements such as for certification

 Learning E-Portfolio: Organization of the work evolves as the
work is created. Dynamic process. May reflect authors’
changing interests, requirements, and understanding.


Samples of Online Portfolios
 University of British Columbia
 http://www.cust.educ.ubc.ca/wstudents/TSED/Students03/McIntyre/Portfolio/i
ndex.html

 McDaniel College in Maryland
 http://www2.mcdaniel.edu/its/templates.htm


Functions of Portfolios
 Display range of student work over time
 Provide important information about individual student
progress
 Allow participation of student in self-assessment of work
and progress
 Create a basis for evaluation of student performance and
achievement

 Source: Dr. Barbara Cozza, University of Scranton
http://academic.uofs.edu/faculty/cozzab2/portfolio.html


Reasons to Use E-Portfolios
 More active involvement of the student in the selection and
design process
 Unique way to display talents and abilities
 Strong sense of personal responsibility and ownership
 Fuller picture of student achievement
 Can show examples of performance assessment
 Condenses collection of data and artifacts and reduces quantity
of paper handled and stored


Reasons to Use E-Portfolios
 Requires reflection
 Integrates technology into the instruction process
 Can heighten interest in learning
 Enables performances to be viewed more than once in
context
 Wider audience and support system for student work


Process for Constructing Electronic
Portfolios (Barrett, 1998)
 Decide on portfolio goals based on learner outcome goals
 Decide on the assessment context
 Decide on the audience for the portfolio
 Determine the portfolio content
 Determine the most appropriate software tools
 Determine the most appropriate storage and presentation
medium
 Gather multimedia materials to include in the portfolio which
represent the learner’s achievement
 Source: Helen Barrett’s webpage on Electronic Portfolios
http://electronicportfolios.org/ and
http://electronicportfolios.org/portfolios/eifeltools.pdf (1998)


Process (continued)
 Record student self-reflection on the work selected and
achievement of goals
 Record teacher feedback on the work and achievement of goals
 Organize with hypermedia links between goals, student work
samples, rubrics, and assessment
 Present portfolio to appropriate audience
 Evaluate effectiveness of portfolio in relation to the purpose
and assessment context
 Sources: Barrett: Using Technology to Support Alternative Assessment and Electronic
Portfolios http://electronicportfolios.org/portfolios.html
 Barrett: The Electronic Portfolio Development Process
http://electronicportfolios.com/portfolios/aahe2000.html

Authentic Assessment & E-Portfolios
 Emphasis of process over product
 Group work
 Different learning styles
 Allow student to demonstrate how learning occurred
 Allows for multi-media documentation
 Flexible timeline
 Materials may be submitted over the span of a course or
program


Sample E-Portfolio Rubric
Points Skills
9-10 Meets or exceeds required quantity of artifacts;
artifacts are creatively presented and well organized;
shows significant level of meaningful reflection;
provides strong evidence of peer and self-assessment;
show an obvious investment of time and effort.
7-8 Meets required quantity of artifacts; shows some
creativity and adequate organization; demonstrates some
amount of meaningful reflection; includes evidence of
peer and self-assessment; generally shows a good effort.

5-6 Less than the required number of artifacts; lacks
creativity; shows little reflection on items; offers some
peer and self-assessment; shows a limited effort.
1-4 Shows a poor effort to meet any of the requirements.
Holtzman & Hadley& AndersonAssessment
Source: Bauer e-Portfolios & (2000)

Sample Rubric ( Cozza )
Criterion 1 Novice 2 Apprentice 3 Veteran 4 Master
most links work, multi-linked pages
organization most links
links not clear clearly labeled, easy all links work, links
mechanics do not work
to navigate clearly labeled
only clip art
clear clip art, clear
no use of scanned clear clip art, clear
scanned pictures,
pictures pictures, good use
graphics no graphics color background,
no color of color, variety of
some variety of
background, fonts
fonts
no variety of fonts
outstanding
mostly personal info, examples of related
only personal examples of related
content relevancy no course work or course work or field
information course work or field
field samples samples
examples
excellent
mostly
integration
descriptive-not some personal
no reflective of experiences
self reflections telling why reflection of
pieces and theory,
pieces were pieces
thoughtful
Holtzman & Hadley e-Portfolios & Assessment included
26 Richard Stockton College of New Jersey reflections

Create Your Own Rubric

http://rubistar.4teachers.org/index.php

Use of Blackboard Portfolio in SPAD
Program
 Authentic Assessment
 For Student Self-Assessment
 Continuous Improvement & Personal Reflection
 Graduate School Application/Acceptance
 Career Planning
 To Document Learning Outcomes for Coursework
 To Document Professional Association Standards
 (KASA in Speech Pathology & Audiology Program)
 For Program Assessment


Practical Applications
 Richard Stockton College of New Jersey
 School of Business: AACSB; The Association to Advance
Collegiate Schools of Business
 School of Health Sciences, Undergraduate Program in Speech
Pathology and Audiology. Knowledge and Skills for Admission
to Graduate Programs Accredited by the Council in Academic
Accreditation in Audiology and Speech-Language Pathology.


AACSB Assurances of Learning
 Important in the Business Accreditation for The
Association to Advance Collegiate Schools of Business
 Must provide
 Well documented
 Systematic processes
 To develop, monitor, evaluate and revise the
substance and delivery of the curricula
 And, to assess the impact of the curricula on student
learning


Standards for Undergraduate Business
Degree Courses
Assurances Demonstrated in the portfolio
1. Communication abilities 1. Writing assignments; video taped
2. Ethical Understanding and interviews; oral presentations
reasoning abilities 2, 3, 5, & 7 d: Assignments completed
3. Analytic Skills with interactive case studies
4. Use of Information Technology “Manager’s Hot Seat”
5. Multicultural/diversity 4. Use of Blackboard and Computers
understanding for development of e-Portfolio
6. Reflective thinking skills and powerpoints to accompany
7. Management Specific Knowledge oral presentations
and Skill Areas
a) Information Literacy 6 and 7 a, b, c, d: Interview with a
b) Team Work Manager Project and Job
c) Interviewing; job prep Skills Interviewing Project
d) Professionalism 6. Reflective paper at end of term and
reflection of their managerial
style completing the “Hot Seat”
Holtzman & Hadley e-Portfolios & Assessment scenarios.

Sample Portfolios to Demonstrate
AACSB Learning Outcomes
 Purposes:
 Institutional: to document program outcomes.
 Student: to document individual learning outcomes and to use
when applying for employment or to graduate school.
 Instructor: feedback for course revisions


Sample Portfolios
 Business Student One (J)

 Business Student Two (M)


Speech Pathology & Audiology
 Purposes:
 Program Assessment: To document student learning outcomes.
Are students able to document knowledge and skills in clinically
related courses?
 Student Portfolios: To use for documentation when applying to
graduate school or for employment.


Alignment: Course Objectives &
KASA Standards
 Knowledge & Skills Acquisition Summary
 American Speech-Language Hearing Association

 KASA Summary Form (www.asha.org)


Use of Blackboard Course
Management Software
 Advantages:
 Easy alignment of course goals and objectives with goals and
objectives in the student’s portfolio.
 If a student uploads an assignment to the Blackboard course
page, it can be easily imported to the Blackboard portfolio.
 Offers templates.
 Disadvantages:
 One the student leaves the college, the Blackboard format is no
longer accessible.


Course Standards
Course Objectives
 Describe treatment principles in  Identify treatment targets
speech-language pathology  Be able to write behavioral
 Describe ethical practice in speech- objectives as part of a treatment
language pathology plan
 Describe multicultural issues in  Be able to report client progress
treatment
based on treatment data
 Demonstrates procedures for
collecting data in treatment  Describe methods and materials
suitable for pediatric and adult
 Describe evidence-based practice
in speech-language pathology speech and language disorders
 Describe behavioral principles used  Identify principles related to client
in treatment and family counseling


Setting Up a Portfolio
on Blackboard CE 6
 The instructor requests that portfolios be set up by the
Director of Computer Services.
 A list of students and “login” ID’s are needed.
 Portfolios will remain available for the student while he/she
is enrolled at Stockton
 Students enrolled in SPAD 2125 continue to work on the
files in subsequent semesters.
 Portfolio files can be saved externally by students (e.g. for
copy to a CD)


Once the portfolio is constructed:
 Students can invite guests to view their portfolios.
 Ask the students to add the instructor as a guest who can view
(but not “design”) their portfolios.
 Students can add both Stockton users and outside guests to view
their portfolios.
 Remind students to add to portfolios and DELETE old
information.
 A portfolio should be a sample on one’s exemplary work.
 Suggestion: Set aside one day per semester for portfolio
construction/maintenance.
 Identify students who can mentor other students on portfolio
construction.

Setting Up a Portfolio Using Adobe
Software
 Requires a “full version” of Adobe (e.g. Acrobat 9.0 or
Acrobat 9.0 Professional).
 Provides templates.
 Drop & Drag technology
 http://tv.adobe.com/watch/learn-acrobat-9/getting-
started-02-sharing-your-ideas/
 Can set “security levels” (e.g whether or not the receiver can
print it).
 Can be posted to Acrobat.com website, either for public
viewing or viewing with password.

Sample Adobe Portfolio
 KASA Standards Portfolio


Additional Resources
 Adobe Portfolios
http://help.adobe.com/en_US/Acrobat/9.0/Standard/WSA28
72EA8-9756-4a8c-9F20-8E93D59D91CE.html

 Portfolio Assessment
http://academic.uofs.edu/FACULTY/COZZAB2/portfolio.html


Contact Us
 Amy Hadley
 Amy.hadley@stockton.edu

 Diane Holtzman
 Diane.holtzman@stockton.edu


Questions?


E Portfolios In Assessment Holtzman & Hadley

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