Marisa A. Klages and J. Elizabeth Clark LaGuardia Community College--CUNY

10

(TEN YEARS LATER)EPORTFOLIO AND

ASSESSMENT: LEARNING,

CHANGING, AND CLOSING THE

FEEDBACK LOOPMarisa A. Klages and J. Elizabeth ClarkLaGuardia Community College--CUNY

SESSION SCHEDULE Who is LaGuardia? The Outcomes Assessment Plan Timeline of Assessment Lessons Learned Moving Toward Change Our Next Steps Discussion Questions and Answers

10 YearsLater

LAGUARDIA COMMUNITY COLLEGE, CUNY

LAGUARDIA’S CONTEXT 16,000 + matriculated students; 14,000+

non-matriculated 59% female; 41% male 60% are foreign born 49% are 23+ in age Number of native languages: 124 52% attend full-time 161 countries of origin from Madagascar (1)

and Qatar (1) to China (698) and Ecuador (694) 10

YearsLater

LAGUARDIA’S CONTEXT, CONT’D 57% of students enter with a high school

degree; 9% with a GED; 37% as transfer students

56% of entering students need developmental math; 34% of entering students need developmental writing, 32% of entering students need developmental reading

10 YearsLater

THE OUTCOMES ASSESSMENT PLAN LaGuardia’s Outcomes Assessment Plan

10 years old Collect baseline, midpoint, and capstone data Use ePortfolio to collect artifacts at benchmark

points Assess through Periodic Program Review

10 YearsLater

ASSESSMENT AT LAGUARDIA Seven Core Competencies: What We Value as

Educators Critical Literacy (Reading, Writing, Critical

Thinking) Quantitative Reasoning Oral Communication Information and Research Literacy Technological Literacy

10 YearsLater

OUTCOMES ASSESSMENT AT LAGUARDIA IS DESIGNED TO: Assess institutional effectiveness Assess student growth over time and use

resulting data to improve our pedagogies and programs

Provide additional data to the college beyond standardized test scores and IR data

Assess student achievement of programmatic competencies

Assess student achievement of general education core competencies

10 YearsLater

10 RETHINKING ASSESSMENT

AT LAGUARDIA

2001

2002

Core Competencies Proposed & Approved

ePortfolio Begins (Research Team, Pilot)

Development of PPR Process Middle States Accreditation

Visit

Assessment Timeline

2002-2004

2002-2007

2002-present

2005

Development of ePortfolio Assessment 1.0

Rubrics Developed, Faculty Trained to Use Rubrics

Center for Teaching & Learning Seminars weave ePortfolio & Core Competency Training

College-Wide Assessment Leadership Team Developed

Assessment Timeline

2006

2007-present

2008

Research for New ePortfolio System Begins

Wide-spread Depositing begins, ePortfolio Mini Grants Support PPR Process with Revisions Based on PPR

Change in Assessment Leadership 5 Year PPR Calendar Established,

Core Competency Grids Aligned with Major Developed

Capstone Seminar Developed, Capstone Specific ePortfolio Templates Developed

Assessment Timeline

2009

2010

2011

Work with Program Directors Begins, Development of Assignments Specific to Core Competencies, Development of Assessment Website

Development of ePortfolio Assessment 2.0, Programmatic Competencies Developed

Benchmarking Readings, Middle States Self Study

Assessment Timeline

THE ASSESSMENT ARC

10 YearsLater

THE ASSESSMENT PROCESS As part of the 5-year Periodic Program

Review, a sampling of student ePortfolios are reviewed

Student work from the ePortfolios is assessed utilizing the faculty-developed rubrics for each core competency

10 YearsLater

USING THE EPORTFOLIO Site for collecting student work Makes work accessible to faculty for classroom

assessment purposes Makes work accessible anonymously to programs for

Program Assessment Connects the assessment process and the classroom Provides flexible data: by course, by program, by

competency—can be aggregated in a variety of configurations

Involves students in the process of reflection self-assessment 10

YearsLater

10 LESSONS LEARNED

MISSING FROM THE PROCESS: No institutionalized method for looking at

artifacts ePortfolio, excellent for showcasing, not great

for assessment- clunky PPR review process onerous and confusing No faculty buy-in

10 YearsLater

NEW CHANGES (2008-PRESENT) Harnessed the power of Program Directors Designed Programmatic Matrices Worked to develop Programmatic (Major)

Competencies Developed strategy for reading artifacts:

Benchmark Assessment Instituted 5 year calendar for PPR Changed ePortfolio system Created Assessment Website with rubrics,

grids, calendar 10 YearsLater

PROGRAM DIRECTORS Powerful group of campus leaders

Charged with relating assessment information to their colleagues

Worked because Assessment was to happen in the major

Have developed grids, implementation plans, general competency assignments, and data collection plans

10 YearsLater

SAMPLE PROGRAM TIMELINE

10 YearsLater

PPR Calendar

ACCOMPLISHMENTSGrids from almost all programs

Identified courses for assessment data collection

Developed and/or revised assignments connected to Core Competencies for assessment

PARTNERING WITH THE CENTER FOR TEACHING AND LEARNING Mini-grant program allows programs to follow

up on recommendations in the PPR Core competencies and development of

assignments have been threads in CTL seminars

The new capstone seminar helps faculty to build Capstone ePortfolio assignments appropriate for the discipline that also showcase integrative learning, learning over time, and key learning in core competency areas

Faculty discuss and create ePortfolio specific assignments

10 YearsLater

10

EPORTFOLIO AND ASSESSMENT AT LAGUARDIA

EPORTFOLIO AND OUTCOMES ASSESSMENT Over 15,000 artifacts in the Assessment Area Expecting 30,000 deposits this academic

year 7 Core Competencies:

Critical Literacy (Critical Reading, Writing and Thinking)

Quantitative Reasoning Oral Communication Research and Information Literacy Technological Literacy

10 YearsLater

Students had to save their work to a collection area first.

Students had to choose what kind of competency they were submitting correlated to the course type.

Students had to choose what kind of competency they were submitting correlated to the course type.

Students labeled their artifact and added any notes or reflections.

Students now log in and the core and program competencies are pre-loaded by course. For students, after log in, it’s an easy set of clicks to submit assignments for the core and programmatic competencies.

Faculty can easily track student submissions at a glance, ensuring that students submit the required work for program and core competencies.

PROGRAM DIRECTOR REPORT

PROGRAM SPECIFIC EPORTFOLIO TEMPLATES EMERGED FROM PPR PROCESS AND EXTERNAL INPUT (EDUCATION, NURSING, BUSINESS, FINE ARTS, PT)

10 YearsLater

Nursing HR Directors were interested in students’ philosopy statements, community service, and a reorganization of coursework that showedstudent skills in specific areas.

SEQUENCING ASSIGNMENTS AND THE CURRICULUM Physical Therapy sequenced assignments for

skills (specifically around research & writing) across their courses culminating in the capstone course

PT was also the first program to use ePortfolios as part of their external accreditation

10 YearsLater

Quantitative Reasoning

Oral Communicatio

n

General Education and Programmatic Competencies

Organization of Academic Work by Student Priority

Technological & Digital Literacy

10 MOVING TOWARD CHANGE

FEEDBACK LOOP

10 YearsLater

NEW EPORTFOLIO ARCHITECTURE

10 YearsLater

A BASIC EPORTFOLIO BECOMES CAPSTONE

10 YearsLater

EPORTFOLIO CHALLENGES Orienting and training faculty and students on the

new ePortfolio system and the new ePortfolio architecture

On-going faculty development for ePortfolio and the assessment process

Highly transient student and faculty cohorts making cultural shift difficult; Distinguishing between the assessment and curricular uses of ePortfolio

10 YearsLater

ASSESSMENT CHALLENGES Continuing to emphasize a culture of

assessment after Middle States

Overcoming a fear of assessment

Evaluating and redesigning core competencies in light of: AAC&U’s work with high impact practices, essential learning outcomes, and liberal education; integrative learning we see in ePortfolios; pressures contemporary events put on the curriculum such as diversity, global citizenship and ethics

10 YearsLater

Questions?10

YearsLater

CONTACT J. Elizabeth Clark, Ph.D., Professor of English

lclark@lagcc.cuny.edu

Marisa A. Klages, Ph.D., Associate Professor of English and Director of Outcomes Assessment

mklages@lagcc.cuny.edu10

YearsLater