1. Using Electronic Portfolios to Assess Learning at IUPUI. Trudy Banta, et. al. Indiana University-Purdue University Indianapolis 2007

2. Plan Implement Evaluate Improve Culture of Evidence

3. PLANNING: 1. Campus mission, goals; 2. Unit goals aligned; 3. Programs based on assessable goals with Pi’s; 4. Annual reports on the Web.

4. Evaluation Services: 1. Assessment of learning; 2. Surveys; 3. Program reviews; 4. Performance indicators; 5. Program cost analysis; 6. Web-based evaluation tools; 7. Program evaluation/action research; 8. Accreditation.

5. IMPROVEMENT AGENDA: 1. Reporting to internal constituents; 2. Demonstrating accountability, www.iport.iupui.edu. 3. Proposing improvement initiatives based on findings. 4. Improving assessment methods.

6. Assessment of Individual Student Development - 1.Assessment of basic skills for use in advising: Placement; Counseling. 2.Periodic review of performance with detailed feedback to all stakeholders. 3.End-of-program certification of competence: Licensing exams; External examiners.

7. Key Results of Individual Assessment: 1. Faculty can assign grades that are valid. 2. Students learn their own strengths & weaknesses. 3. Students become self-assessors: - “empowered;” - internal locus of control. Wm. Glasser

8. A Second Look 1. Across students; 2. Across sections; 3. Across courses.

9. 1. Where is learning satisfactory? 2. What needs to be re-taught? 3. Which approaches produce the most learning for which students?

10. Group Assessment Activities: 1. Classroom assignments, tests, projects; 2. Questionnaires for students, graduates, employers; 3. Interviews, focus groups; 4. Program completion & placement; 5. Monitoring of success in graduate school; 6. Monitoring of success on the job.

11. Use of Results from Group Assessment: 1. Program improvement; 2. Institutional & / or state peer review; 3. Regional & / or national accreditation.

12. Assessment of Learning: 1. Faculty agreement on outcomes & performance standards; 2. Evidence in syllabi & assignments that outcomes are taught; 3. Collective faculty review of group performance; 4. Use of findings to improve instruction & curriculum..

13. Methods of Assessment: 1. Paper & pencil tests; 2. Individual or group projects; 3. Portfolios; 4. Observation of practice; 5. Analysis of case studies; 6. Attitude or belief inventories; 7. Interviews & focus groups; 8. Surveys.

14. 2006: Commission on the Future of Higher Education. 1. Need simple way to compare institutions. 2. Institutions should be more accountable for student learning.

15. What happens to outcomes assessment undertaken to guide improvements In teaching & learning?

16. Using Electronic Assessment Methods - We can: 1. Track progress in assignments; 2. Evaluate contributions to group projects; 3. Conduct immediate process checks to evaluate instruction; 4. Assess the quality of written work.

17. What is an e-portfolio? A selection of purposefully organized artifacts that support retrospective & prospective reflection. Further, they document, assess & enhance learner achievement over time.

18. Why e-portfolios? 1. For learners: Track professional development; Develop capacities for meta-cognition & self- directed learning; Integrate & apply learning. 2. For faculty: Enrich learning experiences; Base assessment on authentic performances. 3. For programs & institutions: Assessment for admissions, improvement, effectiveness, placement & accreditation.

19. Principles of Learning for Leadership: 1. Core communication & quantitative skills; 2. Critical thinking; 3. Integration & application of knowledge; 4. Intellectual depth, breadth & adaptiveness 5. Understanding society & culture 6. Values & ethics.

20. Inside a Matrix Cell - (example) Goal: To document competence in written communication. Expectations: 1.You have identified a different audience & purpose for at least 2 documents. 2.You have selected information appropriate to your audience & purpose. 3.You have used two different organizational styles appropriate to audience & purpose. 4. You have used appropriate language, style, writing conventions & formats.

21. Dashboard/Learner Profile - Tasks: Profile Pre- Survey Pre- flection Upload resources Reflection Profile Information Connections to self-assessment tools. Connections to Career Center; Leadership experience & Diversity. Connections to other helpful sites.

22. 3-D Matrix Design: Communication Skills Critical Thinking Integration & Application of Knowledge Understanding Society &Culture Values & Ethics Etc …. Intro Intermed Adv. Exper Artifact reflect Crs grade assess interact Crs grade assess interact Crs grade assess interact Crs grade assess interact Time/level/Linear Objects Criteria Aggregate (Reports)

23. Adaptation strategies: 1. Small grants to departments & to cohort learning communities; 2. Collaboration with users to develop needed features & modify or customize existing ones; 3. Extensive faculty development & technology support.

24. From Cohort Through Graduation - 1. Initiation: Preflection; Reflection. 2. Capstone: Retrospective; Prospective.

25. Capstone Matrix: LIFELONG LEARNING POSSIBLE CAREERS CURRENT ROLE IN SOCIETY PRINCIPLE OF LEADERSHIP LEARNING - Artifacts REASON FOR BECOMING AN EDUCATIONAL LEADER. Artifacts

26. Matrix Thinking: 1. Movement from focus on original document to focus on original document in relation to a new conceptual framework. 2. See work in new focus. 3. Results in greater depth of understanding of original work. 4. Learners can assess their intellectual growth since the original writing. LEADS TO: Development in reflective thinking. S. Brookfield, PRAXIS

27. Development in Reflection: Ability to self assess; Awareness of how one learns; Developing lifelong learning skill s.

28. Ability to Self-Assess: Observing One’s Own Performance; Using Feedback & Evidence; Finding & Analyzing Patterns; Making Judgments.