e portaaeeblstefanakis

Evangeline Harris Stefanakis, Faculty Fellow to Provost

Associate Professor in Educational Leadership

Victor Coelho, Assoc Provost, Undergraduate Education

Boston University, Boston MA

A Developmental Look at Assessment for 21st Century

LearningAAEEBL, 2010

Evangeline Harris Stefanakis

Boston University, Boston MA

MAKING LEARNING VISIBLE:ASSESSMENT in the ACADEMY?

Moving From Problems to Possibilities

E-Portfolio: Assessment Tool- A Definition?

Multiple Perspectives:Assessment for Learning

Learning AccountabilityFormal evaluations

Self Assessmentreflection

Informal Feedback

Rubrics- quality/ criteria

Portfolios- collection of work

Performance BasedDocuments Presentations/Internships/Clinical work

Standardized TestsNorm referenced

ASSESSMENTProblems to

Possibilities ?PROBLEM- CLIENT COST= PRODUCT QUALITYWhat “Evidence of Value Added” do student’s take away

POSSIBILITY- EVIDENCE QUALITY PRODUCTGlobal Market Digital -BU students need to compete/win

POLICY- EMPLOYABILITYUK/ EU/AACU/ Higher Ed Competitors BU as an Institution/ Display “cutting edge” products

ASSESSMENT systemically needs work ?/ NEASC

E-Portfolio makes UG and GRAD faculty & students’ learning visible

• Dr, James Wolff, SPHhttp://www.bu.digication.com• His students

Team Lafiya Mata project

Dr. K. Smith CAS English Faculty http://www.bu.digication.com/smith Her students

• Meet SED Ed. D. Student, Colby Young

A Gallery of Visible Learning at BU= 2400 portfolios created from Oct 2009

BU CGS SED ARTS

Academy Writing SMG Dentistry

A&S, SPH Medicine

High School Freshman- 2-3-4 Grad Masters, Doctorate

CGS Challenges

Part 8: Showcasing Student e-Portfolios

CGS/SPHTwo workshops

No student training

This e-Portfolio takes advantage of text, images, videos and audio recordings to illustrate the life of the composer Giovanni Gabrieli and the performance of his works at the Basilica San Marco. Who is the intended audience?

Giovanni Gabrieli and Basilica San Marco

http://bu.digication.com/ccummingsggabrieli/Welcome/published

This e-Portfolio also makes extensive use of videos to demonstrate the work of the author and his opinions on teaching. Who is the intended audience for this portfolio?

Colby R. Young Electronic Portfolio

http://bu.digication.com/COLBYYOUNG/HOME1/published

From the College of Communication, this e-Portfolio spotlights the author’s skills in graphic design on the Portfolio Samples page. She includes a Power Point slideshow that was a marketing campaign proposal.

Angela May Chenhttp://bu.digication.com/angelamaychen/Reese_s_Campaign

This e-Portfolio is focused on writing, but the author enhances the experience with the use of an interesting image, an audio track that inspired her and good textual design elements like larger fonts and colors.

Whit’s WR150 Portfoliohttp://bu.digication.com/whits/Home//

This example from the School of Public Health has an evocative title image, and combines useful graphic elements with text on the Background page.

Kristen Giambusso

http://bu.digication.com/kgiambusso/Background1

Consider the way this e-Portfolio is organized for a lesson plan. The Resources section contains pages for weblinks, images, audio and further reading.

Cuban Missile Crisishttp://bu.digication.com/cwilliscoldwar/Welcome/published

This e-Portfolio is organized around 5 classes that the author took. Each class is a section, which contains relevant material in a standardized format.

Artificial Intelligence

http://bu.digication.com/a.i./Home//

GETTING COMMUNITIES STARTED

    1. Start slow, small, work together

  Discuss portfolio purposes in groups , faculty meetings

       Let communities know portfolios are beginning.Enlist TECH help teams.

     Conduct showcases using student work as evidence.

     2. Find time as a faculty to discuss & define

Shared purposes assessing -> a system for portfolios

  The uses of rubrics to define criteria/ quality/ standards

Organization of courses, demo, exhibitions

Misconception #1- confused terms

What is Assessment? What is Evaluation?

To AssessTo Assess =to Sit Beside the Learner (Latin)

To EvaluateTo Evaluate =to assess according to defined values “ Sort Learners into Norm Groups ”

To AssessTo Assess To EvaluateTo Evaluate Learner Norm

Misconception #2- Confused Phrases Assessment for Learning or Assessment

of Learning (Stiggins,2006)

Assess Both the Process & Products of Student Learning

How?1. Collection Work + Reflection on Work

2. Selection of Work for Different Purposes

3. Evidence of Accomplishment + Criteria for Merit

Misconception #3- Documentation CURRICULUM / ASSESSMENT

Assessment of learning Assessment of learning

Assessment for learning

Teacher Records Student Records Work Samples

Digication

Blackboard

Evidence of Learner’s Development Process & Products

COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING

Health care professionals create a personalized theory of knowledge to guide practice

Curricular Modules

Micro TeachingPhilosophyMetaphor

Wiki orE-Journal

School of Public Health

Creating an Inventory: Course Products/ /SPH Evidence of Teaching!

What would you collect or select?(metaphor, Micro teaching units,

strategies, video)

Possible TeachingProducts

Evidence of Process

Date/ Reflection