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Using Portfolios for Program Assessment

Using Portfolios for Program Assessment. Sakai Conference May 31, 2006 Judy Patton, Candyce Reynolds, and Wende Morgaine Portland State University. Agenda. E-portfolio for institutional assessment and accreditation E-portfolio for program assessment

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Using Portfolios for Program Assessment

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  1. Using Portfolios for Program Assessment Sakai Conference May 31, 2006 Judy Patton, Candyce Reynolds, and Wende Morgaine Portland State University

  2. Agenda • E-portfolio for institutional assessment and accreditation • E-portfolio for program assessment • E-portfolio as a pedagogical tool for learning • Moving from web-based portfolio development to OSP

  3. Assessment Practices • Assessment Serving at least 3 goals: Institutional---------Programmatic---------Classroom/Pedagogical • The nature of interpretation, meaning of the assessment changes as a function of the audience and the goal of the assessment.

  4. Portland State University • Urban university • Doctoral intensive • Seven colleges/schools – Arts and Sciences, Urban and Public Affairs, Business, Fine and Performing Arts, Engineering and Computer Science, Grad School of Social Work, Grad School of Education • 24,000 students • 80% undergraduate

  5. Key Influences – Research on own students • High percentage of first generation students • Broad range of prior academic experiences/preparation • High percentage of returning/adult students • High proportion of students who began college work elsewhere • Majority of students commute/ no on-campus “place” • Majority of students work half-time or more/ off-campus • Large number who attend part-time and take more than 6 years to graduate

  6. PSU Assessment Cycle

  7. Using Portfolio Thinking for Accountability and Improvement • Electronic institutional portfolios initiated with Urban Universities Portfolio Project • UUPP had reform of accreditation self-study process as a goal • Institutional portfolios allow institutions to show multiple examples of their work and offer a view of development over time • Web provides a medium for showing the interconnectedness of institutional work • www.portfolio.pdx.edu

  8. Table 1. Basic principles of the biological sciences (see text) as met by individual courses. Biology Courses * 1 2 3 4 5 6 7 8 101-103 Gen Bio/lab X X X X X X X X 175 Evol Concepts X X X 252,253 Princ Bio X X X X 301, 302, 303 Hum AP X X X X 336 Cell Biology** X X X X 338 Intro Molec Bio X X X X X X 341 Genetics** X 357 Gen Ecology** X X X 387 Vert Zoo X X X X X 412 Animal Behav X X X X X

  9. Student e-Portfolios

  10. Purpose of University Studies - PSU • The purpose of the general education program at PSU is to facilitate the acquisition of knowledge, abilities, and attitudes which will form a foundation for lifelong learning among its students.

  11. PSU University Studies • PSU’s 4 level general education program • Four goals: • Inquiry and Critical Thinking • Communication • Diversity of Human Experience • Ethical and Social Responsibility

  12. UNIVERSITY STUDIES REQUIREMENTS credit 15 12 12 6 FRESHMAN INQUIRY TT 210 SOPHOMORE INQUIRY 1 2 3 UPPER DIVISION CLUSTER 1 2 3 SENIOR CAPSTONE 45 credits

  13. Why Portfolios? • The best evidence of student learning is found in actual student work. • A tool for organizing, assessing, and displaying student work is the student portfolio.

  14. Benefits of the Portfolio • Portfolio-based assessment systems are built upon organized collections of actual student work. • Portfolios provide a means to evaluate student progress and development as well as achievement. • Portfolios provide a means for all students including those with different learning challenges to document and display their achievements. • Portfolios provide an opportunity for students to document their learning both in the classroom and in their participation in outside activities.

  15. Why Portfolios? • Portfolios contribute to student learning. • Electronic portfolios are collections of digitally represented artifacts that: • Document practice, • Include reflection, • Integrate experience, • Map to goals and/or standards.

  16. Key Performances: “A key performance is the work (evidence) a student submits to demonstrate progress toward or achievement of a learning goal.” For example: a research paper, exam, a creative work, a taped oral presentation, a business plan, or the results of an experiment. Includes supporting material such as student self-reflection, peer review, and faculty comment.

  17. Rubrics: • Rubrics are scoring systems which define the evidence (see “Key Performance”) needed to demonstrate achievement of particular learning goals set by the major and/ or the institution. • Rubrics are diagnostic (not just the student’s best work) allowing us to pinpoint student progress (or lack thereof) and achievement.

  18. E-Portfolio Benefits: Electronic vs. Hard-Copy • Hyperlinks – (encourage metacognition). • Multiple Goals (critical thinking, writing, visual communication, group work). • Curricular and Extra-curricular—includes learning which occurs within, between, and outside the classroom. • Technical Skills.

  19. E-Portfolio Benefits: Electronic vs. Hard-Copy • Scholarship as Public enterprise. • Public Assessment. • Audience Consideration. • Students Working with Students – peer tutoring and interaction.

  20. Main point • Value on student work and voice • Emphasis on using assessment as a means to give student a sense of their capacity • Most importantly, assessment serving the need of student learning.

  21. Benefits to Students: • Students understand and can articulate what they have learned. • Students can organize and display key performances and other material to demonstrate what they know and can do. • Digital medium allow a variety of kinds of work samples (i.e. art, oral presentation, performances…).

  22. Benefits to Students: • Digital structure gives students the flexibility to organize their presentation portfolios in different ways for different audiences. • Provides students with the opportunity to communicate their accomplishments to graduate programs and employers in ways that give meaning to the transcript and grade point average.

  23. Assessment of Portfolios • Freshman Inquiry Rubrics • Locally developed six point rubrics for 5 areas Average freshman would be expected to score at Levels 2- 3 • Portfolio review process • Faculty across campus serve on committee • 1 rubric per day • Norming/calibration • 2 raters for each assignment • 3Rd rater if scores do not match • Summative evaluation for program • Formative assessment for faculty teaching teams

  24. PSU Student Portfolio Project: • Four level e-portfolio. • Organized around “key performances”. • Student progress and achievement determined through the application of scoring systems or rubrics. • Developmental: Learning assessed through actual student work over time. • Diagnostic: Areas of adequate/ inadequate progress can be targeted and specifically dealt with. • Curricular, Co-curricular, and Extra-curricular: Includes student learning which occurs within, between, and outside the classroom.

  25. Closing the Loop • Data from eportfolio review is shared with faculty teams • Teams are asked to discuss the results and determine what, if any, changes will be made in the curriculum • Reports are sent back to the program administration • Each year, program assessment committee studies annual assessment results and creates a new plan based on current questions.

  26. Portfolio Assignment • Centered around the 4 goals of UNST • General Reflection essay • Reflection on each goal • Students provide evidence of achievement in the goal area • 80% of portfolios are now electronic

  27. Assessment Process • Faculty Responsibility to attach the classroom activities to the larger program goals • Random Sample of Portfolios are gathered (n=150) • Faculty in UNST and in other departments rate achievement using rubrics • Team report • Program report • Part of University assessment process

  28. Rubrics • Writing (part of Communication goal) • Quantitative Literacy (part of Communication goal) • Ethics & Social Responsibility • Diversity of Human Experience • Critical Thinking • All Rubrics—6 point scale

  29. Comparison of Rubric scores

  30. Team Differences

  31. Team Differences

  32. Findings and Responses • Consistency of scores • Want Diversity scores to be higher • Faculty Development in area of diversity • Teams differed • Team Reports allow reflection and ability to address how they will improve their curriculum in the next year • Learning from each other • Quantitative Literacy • Diversity • Faculty Development is a key component of improving student learning

  33. Examples

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