The Diagnostic Digital Portfolio Learning Community Development Workshop Learning Community Development Workshop Minnesota State Colleges and Universities

It’s not about the technology … …it’s about learning!

Student Operational Definition of Student Assessment-as-Learning observationjudgmen performance explicit criteriaself assessment feedback  A process in operation at Alverno College, integral to learning, that involves observation and judgment of each student’s performance on the basis of explicit criteria, with self assessment and resulting feedback to the student. It serves to confirm student achievement and provides feedback to the student for the improvement of learning and to the instructor for the improvement of teaching

Diagnostic - analyzing the cause or nature of a situation Digital - readable and manipulable by computer Portfolio - a collection representative of a person’s work

Background  brainstormed ways to more effectively use “mountains” of student files to assist learning  College-wide exploration  Title III Grant  March began work with consultants  October DDP went live to all incoming students

Purpose of DDP  A cumulative yet selective record of an individual student’s academic work that is electronically accessible and assessable  A mirror to reflect her learning thus far  A map to chart where she is going

Self Assessment  Self assessment observeanalyzejudge improve  Self assessment is the ability of a student to observe, analyze, and judge her performance on the basis of criteria and determine how she can improve it. The process of self-observation leading to self- judgment leading to self-correction is a multi-dimensional process. Alverno College Faculty, 1994

Feedback  A resource and event in which attention is paid to how the learner's behaviors meet criteria, discussion of areas of strengths and weaknesses, and setting direction for further development. Alverno College Faculty, 1994

Central Features  Key Performances - assist students in mapping their development over time and identifying patterns of learning  Organized by: Abilities Level Major and Support Advanced Outcomes Personal & Professional Development Student driven Additional resources to assist student learning

We’ve Come A Long Way...  2365 active students in the DDP  178 active Key Performances  Use of Personal & Professional Development Section Advising Template Kolb Learning Styles Strong Interest Inventory

Training  Put students first Hands-on training for all entering students Technology Resource Guide Visible impact on computer literacy Faculty Early adopters (20%) Middle group (60%) DDP Basic Training Planning by Departments Early adopters Middle group

Student Reactions  Very positive and excited  Interested in developing a “history” of her learning   Eager to participate and add additional materials  Technology issues DDP Group Study Leaders Positive effects in Computer Center

Faculty Reaction  Very positive for piloting faculty  Time and complexity issues  Technology issues Training sessions One-on-one assistance FIDL (Faculty Instructional Design Lab)

Implementation  Year 1 Create accounts for all new students Train all new students AC key performances  Year 2 Expand classroom key performances Pilot process for Independent Learning Experiences.  Year 3 Identify departmental key performances Pilot video uploads Mid Program Integrating Moment

Learning Structured reflections on DDP use embedded in external or on-line assessments Use Number and nature of key performances Frequency of use via log-ons Think aloud performance interview Performance Comparisons Links between DDP use and student progress record Evaluation Approaches -- Examples