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(Ten Years Later) ePortfolio and Assessment: Learning, Changing, and Closing the Feedback Loop. Marisa A. Klages and J. Elizabeth Clark LaGuardia Community College--CUNY. Session Schedule. Who is LaGuardia? The Outcomes Assessment Plan Timeline of Assessment Lessons Learned - PowerPoint PPT Presentation
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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
Marisa A. Klages, Ph.D., Associate Professor of English and Director of Outcomes Assessment
YearsLater
