Presentation on theme: "Reverse Engineering Gen ED: Using ePortfolios to Align Institutional and Programmatic Goals- CS40 9:15-10:30 Kathleen Langan Pusecker, Director of the."— Presentation transcript:
Reverse Engineering Gen ED: Using ePortfolios to Align Institutional and Programmatic Goals- CS40 9:15-10:30 Kathleen Langan Pusecker, Director of the Office of Educational Assessment and Manuel R. Torres, Senior Research Analyst University of Delaware email@example.com firstname.lastname@example.org@udel.edu & email@example.com@udel.edu
Agenda What is reverse engineering What is Gen Ed at UD? What is a programmatic eP? How can an eP be used to reverse engineer assessment of GenEd? Activity! Using an eP assessment tool to assess student work!
Reverse Engineering Assessment Student Learning Goal Where do students have opportunities to develop & master skill? Assessment designed to know if skill has been mastered 2
UD Gen Ed Goals 1.Attain effective skills in (a) oral and (b) written communication, (c) quantitative reasoning, and (d) the use of information technology. 2.Learn to think critically to solve problems. 3.Be able to work and learn both independently and collaboratively. 4.Engage questions of ethics and recognize responsibilities to self, community, and society at large. 5.Understand the diverse ways of thinking that underlie the search for knowledge in the arts, humanities, sciences and social sciences. 6.Develop the intellectual curiosity, confidence, and engagement that will lead to lifelong learning. 7.Develop the ability to integrate academic knowledge with experiences that extend the boundaries of the classroom. 8.Expand understanding and appreciation of human creativity and diverse forms of aesthetic and intellectual expression. 9.Understand the foundations of United States society including the significance of its cultural diversity. 10.Develop an international perspective in order to live and work effectively in an increasingly global society.
Implementation of Gen Ed 1.English 110: Homogenous experience 2.First Year Seminar which includes: Diverse experiences depending on major 3.3 credits multicultural course: Diverse experiences 4.3 credits Discovery Learning Experience: Diverse experiences 5.Capstone experience: Discipline Specific
OEAs Charge and Challenges To assess how well undergraduate students attain the UD General Education goals and to support academic departments and units assessing undergraduate and graduate student learning.UD General Education goals Assessment Challenges 4 diverse Gen Ed experiences Challenging to find evidence of students gaining Gen Ed skills Gen Ed goals hard to assess (abstract) Accreditation (for ex., Middle States visit in 2011) UDs participation in the VSA
So what tool would allow us to measure General Education? 6
What is an eP? Presentation eP Assessment eP Hybrid eP= TLA
Reverse Engineering: How to create a programmatic eP Identify programmatic student learning goals that connect to Gen Ed Identify where students can demonstrate these goals Determine who provides feedback Create developmental rubrics or adapt a preexisting rubric Create prompts for your rubric (assessment tool)
Bad Example Goal- Latin American Studies students will be able to demonstrate their Awareness/ understanding of Latin America's cultural diversity and challenges. Reflective Prompts: How have your studies made you more knowledgeable of Latin Americas cultural diversity and challenges? What do you know now that you did not know before about Latin Americas cultural diversity and challenges? How does the attached artifact reflect your cultural awareness and understanding? What will you do differently or continue to do as a result of the experiences documented by the artifacts? 9 InadequateDevelopingCompetentProficient Goal 1 Cultural knowledge: Acquisition and command of information about societies, geography, history, politics, arts and cultural norms in Latin America Knowledge of Latin America expected of educated non- specialist. No knowledge of existing sources other than random computer searches. Basic factual knowledge about Latin America. Knowledge of general sources for information. Understands theories and concepts as ways to interpret knowledge. Active use of important discipline- based sources for information. Applies knowledge to organize information and solve problems. Ability to select the most appropriate sources for information.
Good Example Goal- Latin American Studies students will be able to demonstrate their Awareness/ understanding of Latin America's cultural diversity and challenges. Reflective Prompts: Reflect in writing about how have your studies in HIST 135 made you more knowledgeable of Latin Americas cultural diversity and challenges? How does the attached artifact reflect your cultural awareness and understanding? What will you do differently or continue to do as a result of the experiences documented by the artifacts? Please site your general sources for information understanding? What will you do differently or continue to do as a result of the experiences documented by the artifacts? 10 InadequateDeveloping Target 100 level courses Competent Target 200-300 level courses Proficient Target 400 level courses Goal 1 Cultural knowledge: Acquisition and command of information about societies, geography, history, politics, arts and cultural norms in Latin America Knowledge of Latin America expected of educated non-specialist. No knowledge of existing sources other than random computer searches. Basic factual knowledge about Latin America that demonstrates an awareness/understanding of Latin America's cultural diversity and challenges. Cites knowledge of general sources for information. Understands theories and concepts as ways to interpret knowledge. Provides examples that Compare and contrast Latin Americas cultural diversity and challenges to that of the US. Active use of important discipline-based sources for information. Applies knowledge to organize information and solve problems. Ability to select the most appropriate sources for information.
Assessment tool to examine mastery of critical thinking skills with the eP Select and modify -Valid Assessment of Undergraduate Education (VALUE) Rubrics Train Faculty/Assessment Personnel Assessment of Artifacts
Benefits of VALUE Rubric Assessments With little time, faculty can accurately evaluate large numbers of students work in a reliable and valid manner The institution can spend less money on assessing Gen Ed The information yielded from these assessments and evaluations is useful and actionable
What questions to ask before you implement eP 1.Define the learning outcomes 2.Understand your learners 3.Identify your stakeholders 4.Design the learning activities 5.Use rubrics to evaluate eP 6.Anticipate external uses of evidence 7.Include multiple forms of evidence 8.Evaluate the impact of implementation of eP Chen and Penny, and Ittlesons (2012) 8 guiding questions
Hands on Component Read the artifact Examine the rubric Score the artifact 15
Resources AACU VALUE project-http://www.aacu.org/value/http://www.aacu.org/value/ Barrett, H.C.,Electronic Portfolio Planning Worksheet, 2000 Chen, H. Penny Light, T., Ittleson, J.C., (2012) Documenting Learning With ePortfolios. Jossey-Bass: San Francisco Committing to Quality: Guidelines for Assessment and Accountability in Higher education-The new leadership Alliance for student learning and Accountability (2012). http://www.newleadershipalliance.org/images/uploads/committing%20to%20qual ity.pdf http://www.newleadershipalliance.org/images/uploads/committing%20to%20qual ity.pdf National Coalition of EPortfolio Research, Cambrige, B., et al. 2009 - http://ncepr.org/ http://ncepr.org/ Palomba, C., Banta, T., et al. 1999. Assessment essentials: Planning, implementing, improving. Suskie, L. Assessing Student Learning: A Common Sense Guide, San Francisco, Calif: Jossey-Bass; (2009). University of Delaware Faculty Senate Committee on General Education issued a report (http://www.udel.edu/facsen/reports/GenEdRpt.html)http://www.udel.edu/facsen/reports/GenEdRpt.html
Lessons learned from e-Portfolio implementation Eportfolios help link course experiences to students life experiences and values and thus contribute to meaningful, relevant, engaging, integrative and reflective learning experiences. Ownership amongst students fosters deeper the learning. Successful implementation requires purposeful integration across program core courses, and students need to work on the portfolio consistently to perceive it as valuable – one approach is to designate courses that will explicitly incorporate the eportfolio. Without ongoing, constructive feedback to students, the value of the eportfolio as a learning tool is severely diminished. Eportfolios help document and assess student learning in a way that acknowledges that learning is a complex, developmental, cumulative, and personal process which warrants multiple assessment means, including student self-assessment and reflection over time.
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