1. Using an Electronic Portfolio Process for Both Student & Program Evaluation at the Graduate Level. Morgan State University, Baltimore, MD. Morgan State University, Baltimore, MD.

2. Why Portfolios? Written resumes are not detailed enough to cover all programmatic goals. The Portfolio Option; The Rational for an Electronic Platform. Written resumes are not detailed enough to cover all programmatic goals. The Portfolio Option; The Rational for an Electronic Platform.

3. Directions for development: Portfolios are completed across a 15 week semester. Facilitator reviews the Portfolio elements & the end of semester synthesis then decides whether the component artifacts provide evidence that program goals are met. Portfolios are completed across a 15 week semester. Facilitator reviews the Portfolio elements & the end of semester synthesis then decides whether the component artifacts provide evidence that program goals are met.

4. Development of A Portfolio: Learners select tangible artifacts that provide evidence of their learning & development. Reflection - the learner reviews each artifact then provides a continuing electronic dialog regarding what aspects of leadership have been mastered & which have yet to be mastered. Learners select tangible artifacts that provide evidence of their learning & development. Reflection - the learner reviews each artifact then provides a continuing electronic dialog regarding what aspects of leadership have been mastered & which have yet to be mastered.

5. Portfolios & Reflection: Reflection begins when learners are asked to provide a rationale for inclusion of the artifact in the Portfolio based on: –How the artifact demonstrates competence; –How the artifact demonstrates scope & depth of learning; –What they think remains to be learned in the leadership gestalt. Reflection begins when learners are asked to provide a rationale for inclusion of the artifact in the Portfolio based on: –How the artifact demonstrates competence; –How the artifact demonstrates scope & depth of learning; –What they think remains to be learned in the leadership gestalt.

6. Why Electronic? Initial efforts were hard copy which was very bulky, costly & presented access problems. Nearly all artifacts are digital & contain multi-media components. Escrowing the Portfolio on the internet provides a certain degree of confidentiality, is easily edited & is easily accessible as a component of a career- development/change process. Initial efforts were hard copy which was very bulky, costly & presented access problems. Nearly all artifacts are digital & contain multi-media components. Escrowing the Portfolio on the internet provides a certain degree of confidentiality, is easily edited & is easily accessible as a component of a career- development/change process.

7. Program Evaluation: General Education Standards specify that assessment processes should be fair, consistent, accurate & free from bias. If needed, the Portfolio may be reviewed for accuracy by more than one person.

8. Learner Comments on the Portfolio Process: The comments that follow represent assessments made by a variety of CCLDP students who have completed the course.

9. Instructional Administrator: “I marveled at the end of the semester when I reviewed my portfolio and I could see exactly how much I had grown. I was able to see exactly how far I have progressed toward my goal to become an educational leader.”

10. Adult & Higher Education: “A portfolio is not a panacea, but for those individuals who are willing to engage in a quest of self-discovery, a portfolio does offer a compelling vehicle to explore & reveal our professional lives & who we have become.”

11. Curriculum Specialist: “As I analyzed the goals outlined in the portfolio in which I need to show competence, I grew more & more confident that I had the evidence to prove I had grown professionally, intellectually & personally through my graduate studies.”

12. Career & Technical Educator: “Being a somewhat non-traditional student I was also able to draw on my work experiences; this allowed me to see how I had adjusted the way I’ve done things as I progressed through my graduate career. Some of the changes that I have made can be attributed to my growth as a leader, but many others were the result of CCLDP coursework. The assessment was a tremendous confidence booster.”

13. Some Things that Need to be Learned: Reflection must be encouraged, nurtured & demanded; CCLDP students have far more artifacts that document leadership than they realize; Program & Learner Evaluations are not the only benefits. Reflection must be encouraged, nurtured & demanded; CCLDP students have far more artifacts that document leadership than they realize; Program & Learner Evaluations are not the only benefits.

14. Decisions for selecting Portfolio Content: Questions of why, who, what, when, & where all belong “on the playing field.” A number of factors must be considered. Questions of why, who, what, when, & where all belong “on the playing field.” A number of factors must be considered.

15. WHO? Whose portfolio is it? The learner’s or the program’s? Who is the intended audience? Who will have access to the portfolio? Whose portfolio is it? The learner’s or the program’s? Who is the intended audience? Who will have access to the portfolio?

16. Why? For what purpose(s) will the portfolio be used –Best practice so that graduates have something to show possible employers? Common practice? –Tied to goals for program evaluation? –Tied to goals for student evaluation? –Designed to show growth? –Assessment of learning? Assessment for learning? (Stiggins, 2002) http://www.pdkintl.org/kappan/k0206sti.htm http://www.pdkintl.org/kappan/k0206sti.htm Can have multiple purposes, but there will likely be compromises. For what purpose(s) will the portfolio be used –Best practice so that graduates have something to show possible employers? Common practice? –Tied to goals for program evaluation? –Tied to goals for student evaluation? –Designed to show growth? –Assessment of learning? Assessment for learning? (Stiggins, 2002) http://www.pdkintl.org/kappan/k0206sti.htm http://www.pdkintl.org/kappan/k0206sti.htm Can have multiple purposes, but there will likely be compromises.

17. How? Pre-determined format? Level of Support? Software: - Many commercial products; - Can be done with html, PowerPoint, Acrobat, Word or any other software that offers the ability to link. Pre-determined format? Level of Support? Software: - Many commercial products; - Can be done with html, PowerPoint, Acrobat, Word or any other software that offers the ability to link.

18. Where: Where will the portfolio be kept? A Web URL is preferred; CD/DVD is acceptable. Paper copy may be requested as part of an interview. Electronic & Hard Copy? Where will the portfolio be kept? A Web URL is preferred; CD/DVD is acceptable. Paper copy may be requested as part of an interview. Electronic & Hard Copy?

19. What? Are any artifacts predetermined? How much flexibility do you have with content? Are reflections desirable? How important are electronic components? Are any artifacts predetermined? How much flexibility do you have with content? Are reflections desirable? How important are electronic components?

20. Discussion: Questions or Comments; Suggestions or Contributions. Contact Information Parsonsm@hagerstowncc.edu Questions or Comments; Suggestions or Contributions. Contact Information Parsonsm@hagerstowncc.edu