Using Student Portfolios for Assessment of Instructional Design Competencies in

a Graduate Program

Nada Dabbagh

AECT 2012

Louisville, KY

Presentation Outline

Competency Movement

Portfolio Assessment

IDD Program

Research Questions

Study Design

Study Results

Educational Implications

Competency Movement

Competency Movement

AECT INITIAL STANDARDS

1. Design

2. Development

3. Utilization

4. Management

5. Evaluation

IBSTPI COMPETENCIES

1. Professional Foundations

2. Planning and Analysis

3. Design and Development

4. Implementation and Management

Competency Movement

• “a knowledge, skill, or attitude that enables one to effectively perform activities of a given occupation or function to the standards expected in employment” (Sims & Koszalka, 2008, p. 569)

• Important prerequisite for performance

• Competency-based assessments must be combined with other forms of assessment to increase accountability (Stefanakis, 2002)

Portfolio Assessment

• Self-assessment tool

• Self-evaluation skills

• Students as reflective practitioners

• Ownership of the learning process

• Lifelong learning

• Professional development

Portfolio Assessment

• Basis for evaluation of degree programs

• Summative assessment of student achievement in relation to a program’s goals and competencies

• “purposeful collection of evidence used by students to document and reflect on learning outcomes” (Dannefer & Henson, 2007, p. 495).

IDD Program

• 30 credit masters program

• Designed to be completed on a part time basis

• EDIT 601 IDD Portfolio

• EDIT 701 Advanced IDD Portfolio

• PBA (instructor, self, peer assessment)

• Reflections/personal growth

• Integration of IDD concepts, processes, and competencies

• Evidence and artifacts: depth, breadth, and adaptiveness

http://www.hawk-assoc.com/LindaHawk/index.htm

Research Questions

• Measure students’ perceptions of their proficiency in instructional design competencies in order to evaluate the degree to which a graduate program in instructional design effectively integrated these competencies into its curriculum.

Research Questions• How did students in a graduate instructional design program

perceive their proficiency in ID competencies depicted by AECT standards?

• How did students in a graduate instructional design program perceive their proficiency in ID competencies depicted by IBSTPI standards?

• To what extent were the AECT standards addressed by the courses in this instructional design program as perceived by the students?

• To what extent were the IBSTPI standards addressed by the courses in this instructional design program as perceived by the students?

Study Design

• Participants• 34 students (23 female, 11 male)• 14 participants selected IBSTPI standards• 20 participants selected AECT standards

• Measures• IBSTPI standards• AECT standards• Level of proficiency• Self reported proficiency

AECT ID Competencies

IBSTPI ID Competencies

Results Summary/Questions 1&2

• Participants perceived themselves as mostly proficient (>60%) on AECT competencies• Strongest (83%) on Design• Weakest (62%) on Utilization

• Participants perceived themselves as mostly proficient on IBSTPI competencies• Strongest (79%) on Professional Foundations • Weakest (59%) on Implementation and

Management

AECT Competencies/Course Frequency

IBSTPI Competencies/Course Frequency

Results Summary/Questions 3&4

• Core courses (704, 705, 730, 732, 752) were most frequently mentioned

• AECT Design & Development domains most addressed

• AECT Evaluation domain least addressed• IBSTPI Professional Foundations domain most

addressed• IBSTPI Implementation and Management least

addressed

Implications

• Need to improve ID instruction related to Utilization and Evaluation: • AECT Utilization competence involves “applying principles,

theories, and research related to media utilization, diffusion, implementations, and policy-making”

• AECT Evaluation competence involves “demonstrating knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning”

Implications

• Need to improve ID instruction related to Implementation and Management

• IBSTPI defines Implementation and Management as the ability to:• Plan and manage instructional design projects

• Promote collaboration, partnerships and relationships among the participants in a design project

• Apply business skills to managing instructional design

• Design instructional management systems

• Provide for the effective implementation of instructional products and programs

Q&A

• ndabbagh@gmu.edu