syllabus 2004 panel: eportfolios for student performance and program assessment
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Syllabus 2004
Panel: ePortfolios for Student Performance and Program
Assessment
Web Portfolios: A Win/Win Assessment Tool
Rebecca Lawson
Lansing Community CollegeJuly 20, 2004
What is a portfolio?
port·fo·li·o n. pl. port·fo·li·os A portable case for holding material, such as
loose papers, photographs, or drawings. The materials collected in such a case, especially
when representative of a person's work: a photographer's portfolio; an artist's portfolio of drawings.
Source - http://dictionary.reference.com/search?q=portfolio
What is a portfolio?
port·fo·li·o n. pl. port·fo·li·os
A collection of authentic work; tangible proof of a student’s hard work, talent and accomplishment. http://www.msu.edu/user/irishreb/cep813/stuport.htm http://rebel.lcc.edu/cisb203sp069/
Portfolios support assessment
LCC InstructionalMaster Plan
NETS-SStandards
Advisory Board
ITOSProgram
Outcomes
Program Assessment
NETS-S Standards
NETS-S standards basic operations/concepts of the computer societal and ethical issues associated with the computer use computerized productivity tools use computerized communication tools use computerized research tools use computerized problem-solving tools
Source - http://cnets.iste.org/students/
The student’s perspective
Deep reflection serves several purposes Reflect, review, strengthen & polish learning Assimilate knowledge into a visible application of
skills Seek out jobs using their new skills Formulate connection between student life and
the work world
What goes into a web portfolio?
Development is recursive Use Internet to identify jobs requiring Internet-related
skills Self-analysis for alignment of skill set with job
requirements Selection of appropriate artifacts for
supportive documentation Creation of digital collection of artifacts
Portable, customizable depending on targeted audience’s needs
Evaluation: Assimilation and Connections
Collaborative peer evaluation Input provide variety of perspectives for objectivity and
usability Engages all students in the learning process Sparks change for both student being evaluated and
those offering input
Evaluation: Assimilation and Connections
Instructor’s role Facilitate collection/reflection process Rubric use
Identifies areas of strength and weakness Ensures alignment with both departmental and program
outcomes Alerts students to the acceptable levels of refinement Communicates to the student the standards of
professional work in this field
A Win/Win Assessment Tool
All concerned parties enjoy benefits when web portfolios areused as a program assessment
Instructors-performance-based assessment
Employers-applicants
withvisible proof
of skill
Students-benefit the most!
College-grads prepared
forsuccess
A Win/Win Assessment Tool
Portfolios support lifelong learning by empowering students through the creation of a “living” document displaying their skills.
Student benefits- Means to review and strengthen their learning Application of primary concepts demonstrating mastery Added value in sorting through one’s own artifacts Creative, persuasive presentation to the world at large Discovery of job opportunities making use of their skill
References Hollander, Sharon A. (2003). Better Beginnings: Preparing
Students for Independent Research. The Teaching Professor. March, 2003.
Orr, Chandra. (2003). The NEW Resume: Portfolios Pack a Powerful Punch. Lansing State Journal. January 26, 2003. http://www.lsj.com.
Seldin, Peter and Associates. (1993). Successful Use of Teaching Portfolios. Anker Publishing Company, Inc. Bolton, MA.
Unknown author. (2004). Mosiac: Composing a Picture of Student Experience. Syllabus Technology for Higher Learning. February, 2004.
Unknown author. (2004). Technology Foundation Standards for All Students. ISTE NETS. http://cnets.iste.org/students/s_stands.html. June 2004.
Contact Information
Rebecca Lawson, Professor
ITOS Dept. MC-2311
Lansing Community College
Lansing, MI 48901-7210
lawsonr@lcc.edu
http://www.msu.edu/user/irishreb/index.htm
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