Eportfolio: Tool for Student Career Development and Institutional Assessment Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D. Eportfolio: Tool for Student Career Development and Institutional Assessment

Introduction Eportfolio Use: Developmental Portfolios- Focused on learning outcomes Provide evidence of students’ learning through-out college career Must be meaningful and reflect learner’s competencies, abilities and efforts Used for more than 2 decades in assessment process Communicates learning outcomes to faculty, parents and coordinates instruction and assessment within one platform

Eportfolio Use: Career Oriented Portfolios- Used to showcase student’s relevant experiences, knowledge and skills Used by employers to determine level of work preparation student has attained prior to or after graduation Provides tangible evidence of those skills and experiences listed on a traditional resume Provides students with a way to develop awareness of their strengths and weaknesses, establish goals for professional development and as an online profile for job application process

Eportfolio for Student’s Career Development Use of Digication Example of Career ePortfolio Example of Tangible Career Portfolio Example of Assignment Example of Grade Rubric Employer feedback on use of ePortfolio vs. Tangible Portfolio Student feedback on use of ePortfolio vs. Tangible

 In developing the portfolio, it is the student’s task to write descriptions of each learning experience and provide evidence that the learning has actually been acquired through relevant activities or artifacts.  The student will need to explain within the descriptions of learning activities how they were involved and what learning took place or competencies gained and how these relate to their professional career goals.  Such evidence or documentation will vary depending on the type of experiences involved currently or have had previously and courses completed. INTERVIEW PORTFOLIO/ePORTFOLIO- Fashion Merchandising Majors

Reflection Statement on Learning Prompts Each Learning Artifact has a Reflection Statement on the learning acquired using the following prompts: – 1. How did this course/experience prepare you for your professional career choice/internship? – 2. How did this experience allow you to grow as a person, strengthening your skill set or knowledge? – 3. What did you learn about yourself through this experience?

Grade Matrix – Total of 100 Points Professional Presentation of ePortfolio/Portfolio Professional Resume Professional References Detailed Table of Contents Learning Experience has the appropriate Artifacts representing your Major Course Skills and Knowledge; leadership experience and any other co- curricular or life experiences Each Learning Artifact has a Reflection Statement on the learning acquired.

Grade Matrix Continued Organization makes sense with any links to media, or artifacts incorporated appropriately Writing Mechanics satisfies all standards: Text has no errors in grammar, capitalization, punctuation and spelling Text is concise and easy to read and message is clear Resume is in the approved format for Interviewing

Excellent Demonstrates superior understanding and application of Frogfolio concepts Very Good Demonstrates strong knowledge but application is not consistently outstanding Adequate Sufficient ability to grasp and apply Frogfolio concepts Satisfactory Minimal ability that includes obvious deficiencies or absence in some areas or sections Not Satisfactory Unable or unwilling to perform Evidence of reflection, integration, and intention throughout Effective Home/About Me introduction page Personal Goals set and thoughtfully conceived Coursework examples provided and reflected upon Co-curricular experiences provided and reflected upon Evidence of reflection and work toward TCU Learning Goals (optional) Portfolio’s visual appeal Overall assessment CHECKLISTYesNo Resume included Appropriate profile photo Grammar & mechanics meet professional standards FROGFOLIO EVALUATION CRITERIA Instructors: Please use this evaluation sheet to shape the comments and feedback you provide students. Students: Please use this evaluation sheet to self-assess your portfolio.

Eportfolio for Program and Institutional Assessment Use of Chalk and Wire Example of Assessment ePortfolio Example of Alternative Learning Experience Course syllabus and assignments Example of assessment rubric Student feedback on use of ePortfolio within ALE course Faculty feedback on use of ePortfolio for program assessment

Study Abroad/Away SLOs

Student Learning Outcomes Analyze the essential knowledge and skills acquired in various college courses within your discipline which were utilized in this experience. (in the discipline) Analyzes the essential knowledge and skills acquired in courses outside your discipline in core curriculum which were utilized in this experience. (beyond the discipline) Analyze the essential knowledge and skills acquired in experiences outside the classroom which were utilized in this experience. (beyond academics) Analyze the interconnectedness of knowledge) Analyze the interconnectedness of knowledge and skills developed within your discipline, in your general education courses, and in extracurricular experiences. (making connections) Assess the impact of the applied learning experience on the development of your global awareness in the context of academic, political, social, cultural, and/or economic environments. (global awareness) Assess the experience and ascertain the larger implications as they apply to the discipline and beyond. (broader impact)

Rubric Assessed

Questions?