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Assessing Learning Outcomes through Electronic Portfolios:

Assessing Learning Outcomes through Electronic Portfolios:. The Rose-Hulman Institute of Technology, Terre-Haute, IN. Overview:. About The Rose-Hulman Institute; Portfolio Assessment Approach; Now & Then; The Future Outlook; Lessons Learned. About Rose-Hulman:. About Rose-Hulman II -.

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Assessing Learning Outcomes through Electronic Portfolios:

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  1. Assessing Learning Outcomesthrough Electronic Portfolios: The Rose-Hulman Institute of Technology, Terre-Haute, IN.

  2. Overview: • About The Rose-Hulman Institute; • Portfolio Assessment Approach; • Now & Then; • The Future Outlook; • Lessons Learned.

  3. About Rose-Hulman:

  4. About Rose-Hulman II - • Location: About 200-Acre Campus East of Terre Haute, Indiana • Founded: 1874 as Rose Polytechnic Institute • Renamed: 1971 as Rose-Hulman Institute of Technology • Characteristics: Four-Year, Private, Engineering, Science and Mathematics • Enrollment: 1,800 (Became Co-Ed in 1995) • Faculty: 138

  5. Portfolio Assessment Approach: • Support Accreditation Efforts; (HLC/NCA and ABET) • Focus on Student Learning Outcomes; • Select “Best Work” or “Showcase” Portfolio Assessment Model; • Build on Criteria: Easy to Learn/Use; Rich in Content; Valid & Non-Intrusive Method.

  6. Portfolio Assessment Approach II: • Collection/Documentation of Learner Work Over Time; • Assess Holistically; • Focus on Individual Learning. • Sources: Current Course Work & Professional Development Activities. • Authentic Assessment of Institute-Wide Learning Outcomes. • Promote Evidence-Based Decision Making in TQ Processes.

  7. Now & Then: • Back Then, 1999, 9 Learning Objectives with 45 Performance Criteria to Measure; • Now, 10 Student Learning Objectives with 35 Performance Criteria; • Back Then, Assess All Objectives Annually; • Now, 3 Chosen Objectives Per Year.

  8. The Future Outlook - • Closing the Feedback Loop: • Faster Flow of Information to Departments; • Faster Flow of Information to Assessment & Planning Committees; • Faster Flow of Information to Learners. • Integration with Curricula Planning: • Curriculum Map for Departments; • Curriculum Map for Learners.

  9. Lessons Learned: • Support from Senior Administrators is Crucial to Implement Authentic Assessment Method. (Resources, Nature of Assessment Method) • Faculty Buy-In is the Key to Success. • Process is Iterative & Integrative. • Communication (Feedback Loop) – Make Information Accessible to Key Stakeholders in the Process. • DON’T Mix Portfolio Assessment with Faculty Evaluation

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