student portfolios: career and academic assessment presentation... · – color and material should...

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Teaching and Learning Conference

Student Portfolios:Career and Academic

Assessment

Paul ScovellDepartment of Communication Arts

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Why Use the ePortfolio?Pedagogical change in higher education, with greater emphasis on student-centered active learningEnhances users’ technological capacity as they become more proficient users of software and other toolsDemands for accountability in higher educationTransition between employment and education – “an education passport” that allows students to showcase or demonstrate their learning and transfer it to their professional career (i.e. integrative learning)Flexibility (i.e. can be used for various purposes such as enriched learning, career development, and assessment, to name a few)

Debra A. Buchanan

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Using Portfolios Effectively

Establishing purpose– Growth portfolio– Best-work portfolio

Involving students in selecting portfolio materialsReviewing with studentsSetting criteria for evaluationScoring and judging

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A Portfolio is made up of…

Selective and purposeful collections of student workRecords of learning, growth, and changeMeaningful documentation of students’ abilitiesInformation about what student have learned or are able to doA learning historyStudents’ reflections their own work

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What is an academic portfolio?

Collection of materials that describe your academic workDifferent than a CV—includes some reflection and evaluationNot just papers and presentations“…a purposeful collection of work that exhibits the student's efforts, progress, and achievements. …and evidence of student self-reflection.”

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Selecting itemsTry to include a variety of materials, preferably in their original form– Print, Internet and broadcast– Research, strategic thinking/planning– Variety of publics targeted, positions held

Choose only the best– One great news release is better than one

great one plus two okay ones

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Steps to Developing Portfolios

• Collection: the gathering of items or artifacts based on the portfolio’s purpose, audience, and future use. The student collects all work/artifacts.

• Selection: the development of criteria for choosing items/artifacts to include in the portfolio based on established learning objectives.

• Reflection: Explain how the particular work/artifact illustrates mastery of specific curriculum requirements or learning goals.

Mantra: Collect – Select - ReflectDebra A. Buchanan

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Reflection: Three QuestionsWhat? – Student summarizes the artifact that

documents the experienceSo What? – Student reflects on what he or she has

learned.Now What? – Student addresses the implications for

future learning needed and sets forth refinements or adaptations.Van Wagenen and Hibbard (1998)

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What is a Career Portfolio?

A collection of documents and otherartifacts that people use to validate claims they make about themselves.

- Satterthwaite & D’Orsi, The Career Portfolio Workbook

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Two Types

Master PortfolioCollection of useful documentsPersonal arsenal of targeted artifactsCan be as neat as you want it.

Targeted PortfolioDocuments specific to positionWell organizedP.E.A.K.S.

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PEAKS

Personal Characteristics

Experience

Accomplishments

Knowledge

Skills

Keep PEAKS in mind when collecting for Master Portfolio!

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Master PortfolioKinds of documents

– Bio stats– Targeted task skills– People skills– Learning skills– Self-Management Skills– Task accomplishments– Community Service

Make a list of documents to keep track!

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Targeted Portfolio

Organization

ResumePersonal CharacteristicsExperienceAccomplishmentsKnowledgeSkills

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Getting the Right Look

Carrying Case– Three-ring binder that can be zippered shut.– Color and material should reflect the image you

want to portray.

Portfolio Items– Original (if possible) documents– Size documents consistently– Color sells– Use sheet protectors– Store extra items behind displayed documents

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What should it look like?

Clean and crisp is more important than new or expensive

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Traditional vs. Electronic

Traditional PortfoliosOften project based rather than process basedNot easily shared (cumbersome)Deteriorates over time

Electronic PortfoliosIncludes various kinds of media– Text, graphics, video &

soundHas parts that are interconnected through hyperlinksUses less space and is portable

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Goals of an Academic Portfolio

Demonstrate breadth of learning, teaching, and research

Range of achievements. Collecting and connecting your various accomplishments; a creative representation of your work and of you

Evaluate achievement of intended outcomes

Opportunity to showcase your accomplishments. Your best work

Reflect, assess own educational experience

Representative pieces; written reflections. To make connections between where you were, where you are, and where you want to be

Share one’s expertise Legacy of best practices

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A Document that Evolves Over Time

The portfolio is a living collection of documents and materials which change over time– New items are added, others are dropped.

USC

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Process for Constructing ePortfolios

Decide on areas of assessment and select assessment measures– Rubric

• Content and Requirements of E-portfolio• Presentation of E-portfolio

Choose development tools– Word processor, scanner, digital camera, etc.

Prepare to organize the portfolio– File management, storage devices, etc.

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Process for Constructing ePortfolios

Collect/Select portfolio content– Students collect the material

Create and connect the portfolio– Include:

• Title Slide: Name, Year • Table of Contents with hyperlinks to content areas• Content Areas: Bio, Career, Internship, Reflection

Prepare the portfolio for use– Transfer to portable storage device, create shortcuts,

etc.Present and evaluate the portfolio

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Artifacts to be Considered for Inclusion in an ePortfolio

Writing samples – can be typed on word processor or scanned, e-journals, reflections. ResumeAudio/Video samples - recording the student/mentors speaking aloudPhoto samples – scanned or digitalWork and Skill samples – scanned or computer generatedPowerPoint/Presentation samples - hyperlinked

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Students can use ePortfolio to:Display papers and assignments for more than just the instructor to seeTalk about the thought and work that went into the submissionsGather an overview of educational experiencesShare work with future employersSocial media resume– Links to blog, Web site, Twitter account,

podcasts or other online activities

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Use ePortfolios to:Create an online educational journal for reflectionCreate an online site that can be turned in as an online AssignmentDemonstrate mastery of course OutcomesShare best work from multiple coursesShowcase professional-quality work for prospective employees

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Software Tools for ePortfolios

Digital Measures CanvasGoogle apps/DocsHtml – Expression WebBlogs, WordPressWiki (Wikipedia.com)PowerPointKeynote (Apple software)

E-Portfolios may consist of templates or self created Web pages.

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Canvas ePortfolios

A place where the student can display and discuss the significant submissions and experiences that are happing during the learning processCan be public or private

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Points Required items Concepts Reflection/Critique Overall Presentation

90‐100 All required items are included, with a significant number of additions.

Items clearly demonstrate that the desired learning outcomes for the term have been achieved. The student has gained a significant understanding of the concepts and applications.

Reflections illustrate the ability to effectively critique work, and to suggest constructive practical alternatives.

Items are clearly introduced, well organized, and creatively displayed, showing connection between items.

75‐89 All required items are included, with a few additions.

Items clearly demonstrate most of the desired learning outcomes for the term. The student has gained a general understanding of the concepts and applications.

Reflections illustrate the ability to critique work, and to suggest constructive practical alternatives.

Items are introduced and well organized, showing connection between items.

60‐75 All required items are included.

Items demonstrate some of the desired learning outcomes for the term. The student has gained some understanding of the concepts and attempts to apply them.

Reflections illustrate an attempt to critique work, and to suggest alternatives.

Items are introduced and somewhat organized, showing some connection between items.

40‐59 A significant number of required items are missing.

Items do not demonstrate basic learning outcomes for the term. The student has limited understanding of the concepts.

Reflections illustrate a minimal ability to critique work.

Items are not introduced and lack organization.

0 No work submitted

Sample Student Portfolio RubricBased on Pierette Pheeney, in The Science Teacher, October 1998.

Portfolio Evaluation Form

Improvement needed Excellent

The portfolio: 1 2 3 4

meets intended purpose

is complete and meets all requirements

is well organized

includes a variety of pieces

demonstrates concerted effort

illustrates appropriate level of quality

shows imagination and creativity

goes beyond minimum expectations

Name: Grade: (5%)

Comments and Suggestions:

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Student Examples

http://carlyvaseleck.weebly.com/cmat-344-portfolio.htmlhttps://seelio.com/victoriasottek http://students.salisbury.edu/~kb78987/cmat335/personalsite.htmlseelio.com/victoriasottekLaGuardia Community CollegePortfolios at Penn State

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Referenceshttps://inside.fammed.wisc.edu/systemfiles/academicportfolio.pptArizona State University West: http://www.west.asu.edu/chs/comm/portfolio.htmBall State University: http://www.bsu.edu/commstudies/article/0,,16720--,00.htmlBerry College: http://www.berry.edu/academics/humanities/communication/portfolios.aspSatterthwaite, F., & D’Orsi, G. (2003). The career portfolio workbook. New York: McGraw-HillUniversity of Southern Indiana: http://www.usi.edu/libarts/comm/intern.aspAssociation of American Colleges and Universities, Valid Assessment of Learning in Undergraduate Education

(VALUE) Project, 2009.

Brown, Mary Daniels. Electronic Portfolios in the K-12 Classroom. Education Technology Center, 2002 http://www.educationworld.com/a_tech/tech/tech111.shtml

Clark, J. Elizabeth. E-portfolios at 2.0 – Surveying the Field. AAC&U, Peer Review, Winter 2009.

Gathercoal, Paul, et al. Web-Based Electronic Portfolios, EDUCAUSE Quarterly, No. 2, 2002, pp.29-37.

White, Mary, et al. The E-Portfolio: An Assessment Tool for Institutional Effectiveness. A presentation during Assessment Spotlight, Jackson State University, October 27, 2009.Buchanan, D. Using the ePortfolio as an Student Learning Karlen, J. M. and Sanchirico, S. M. Adult learning and e-Portfolios

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Portfolio SitesSeeliohttps://crevado.com/http://www.portfoliobox.net/http://carbonmade.com/http://www.behance.net/http://shownd.com/http://www.coroflot.com/peoplehttp://www.jobrary.com/http://foliohd.com/http://www.figdig.com/http://www.flickr.com/explore/http://dribbble.com/https://www.allyou.net/en/

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Resources

http://dunked.com/http://www.viewbook.com/http://www.portfoliobox.net/http://www.krop.com/creativedatabase/20 Tools to Showcase Your Portfoliohttps://seelio.com/drscavanaugh.org/workshops/assessment/sample.htmhttps://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.htmlhttp://guides.instructure.com/m/4152/l/40313-what-is-an-eportfolio#!prettyPhotoPortfolio RubricAuthentic Assessment Toolbox