inter/national coalition for electronic portfolio research e-portfolios at thomas thomas edwards...

Inter/National Coalition for Electronic Portfolio Research

E-Portfolios at ThomasThomas EdwardsColleen Burnham

July 2007

Mission

“Prepare students for success in their personal and professional lives and for leadership and service in their communities”

Guaranteed Job Placement

Drivers:

Assessment at the institutional level: coherent curriculum?

Accreditation: How to assess “Institutional Effectiveness”?

Step 1: Define “Core Competencies” and Relationships

Mission“Prepare students for success in their

personal and professional lives and for leadership and service in their communities”

Communications

Critical and Analytical Thinking

Community and

Interpersonal Relationships

Leadership and Service

Step 2: Gradual Implementation

1st year course

Senior internship seminar

Step 3: Faculty link each course to a core competency

Mission“Prepare students for success in their personal and professional lives and for

leadership and service in their communities.”

Communication

Critical and Analytical Thinking

Community and

Interpersonal Relations

Leadership and

Service

Course

Course

Course

Course

Rubric to assess each folderCRITERIA Exemplary Proficient Partially Proficient Incomplete POINTS

Leadership and Service 9 points Portfolio includes multiple examples that demonstrate a student’s command of interpersonal skills, leadership abilities and a commitment to community service. A student’s level of activity in extra- and co-curricular activities is high.

6 points Portfolio examples illustrate a student’s activity in community service and provide evidence of leadership and appropriate interpersonal skills. The student shows evidence of involvement in extra- and co-curricular activities.

3 points Portfolio examples document some involvement in community service and extra- or co-curricular activities. There is some evidence of leadership roles or engagement that would indicate a student’s abilities in the area of interpersonal relations.

0 points Few or no examples of student engagement in community service or the assumption of a leadership role in the community. Little evidence of interpersonal skills through involvement with extra- or co-curricular activities.

Chelsea Reynolds (accounting)

Chelsea Reynolds (accounting)

FindingsStudents make connections – course to competencyFaculty make connections across the curriculum (especially new faculty)

Curriculum outside the classroom

Reflection- a challenge, a process

Power of the stand-alone course

Next stepsRevised rubric (holistic)

CRITERIA Exemplary Proficient Partially Proficient Incomplete Rating

Content The E-Portfolio provides a comprehensive overview that documents a student’s work and reflection in all core competencies.

The E-Portfolio provides a comprehensive overview that documents a student’s work and reflection in all core competency areas. Multiple examples from the range of a student’s co-curricular and academic experience (major and general education) are present.

The E-Portfolio provides a generally effective overview of a student’s experience and reflection in most core competency areas. Sufficient examples are provided to demonstrate a range of the student’s experience.

The E-Portfolio provides some information about a student’s work and reflection in the core areas, though some areas lack sufficient examples to demonstrate the range of a student’s experience.

The E-Portfolio is incomplete or lacks sufficient documentation or reflection in one or more core competency areas. Examples are insufficient to demonstrate student competency in one or more areas.

E-Portfolios in more senior seminarsProgram – level assessment

Potential linksNSSE: National Survey of Student Engagement

NEASC: New England Association of Schools and Colleges

SAILS: Standardized Assessment of Information Literacy Skills

Next steps

“I chose these documents…because to me these experiences and opportunities have formed who I am today, and they show that I am a leader and I will work hard to be as involved as possible.” (Nicole)

“This folder is empty…because I don’t feel like a leader yet. By putting this piece of work together, I have recognized where I need to begin.” (Krista)

Student Reflection

Thank you