Eportfolio: Tool for Student Career Development and Institutional Assessment

Sally L. Fortenberry, Ph.D., and Karol Blaylock, Ph.D.

Eportfolio: Tool for Student Career Development and Institutional Assessment

IntroductionEportfolio Use:•Developmental Portfolios-•Focused on learning outcomes•Provide evidence of students’ learning through-out college career•Must be meaningful and reflect learner’s competencies, abilities and efforts•Used for more than 2 decades in assessment process•Communicates learning outcomes to faculty, parents and coordinates instruction and assessment within one platform

Eportfolio Use:•Career Oriented Portfolios-•Used to showcase student’s relevant experiences, knowledge and skills•Used by employers to determine level of work preparation student has attained prior to or after graduation•Provides tangible evidence of those skills and experiences listed on a traditional resume•Provides students with a way to develop awareness of their strengths and weaknesses, establish goals for professional development and as an online profile for job application process

Eportfolio for Student’s Career Development

• Use of Digication• Example of Career

ePortfolio• Example of Tangible

Career Portfolio• Example of Assignment • Example of Grade

Rubric

• Employer feedback on use of ePortfolio vs. Tangible Portfolio

• Student feedback on use of ePortfolio vs. Tangible

In developing the portfolio, it is the student’s task to write descriptions of each learning experience and provide evidence that the learning has actually been acquired through relevant activities or artifacts. The student will need to explain within the descriptions of learning activities how they were involved and what learning took place or competencies gained and how these relate to their professional career goals.

Such evidence or documentation will vary depending on the type of experiences involved currently or have had previously and courses completed.

INTERVIEW PORTFOLIO/ePORTFOLIO-Fashion Merchandising Majors

Reflection Statement on Learning Prompts

• Each Learning Artifact has a Reflection Statement on the learning acquired using the following prompts: – 1. How did this course/experience prepare you

for your professional career choice/internship?– 2. How did this experience allow you to grow as a

person, strengthening your skill set or knowledge?

– 3. What did you learn about yourself through this experience?

Grade Matrix – Total of 100 Points• Professional Presentation of ePortfolio/Portfolio• Professional Resume• Professional References• Detailed Table of Contents• Learning Experience has the appropriate Artifacts

representing your Major Course Skills and Knowledge; leadership experience and any other co-curricular or life experiences

• Each Learning Artifact has a Reflection Statement on the learning acquired.

Grade Matrix Continued

• Organization makes sense with any links to media, or artifacts incorporated appropriately

• Writing Mechanics satisfies all standards: Text has no errors in grammar, capitalization, punctuation and spelling

• Text is concise and easy to read and message is clear

• Resume is in the approved format for Interviewing

ExcellentDemonstrates superior understanding and application of Frogfolio concepts

Very GoodDemonstrates strong knowledge but application is not consistently outstanding

AdequateSufficient ability to grasp and apply Frogfolio concepts

SatisfactoryMinimal ability that includes obvious deficiencies or absence in some areas or sections

Not SatisfactoryUnable or unwilling to perform

Evidence of reflection, integration, and intention throughout

Effective Home/About Me introduction page

Personal Goals set and thoughtfully conceived

Coursework examples provided and reflected upon

Co-curricular experiences provided and reflected upon

Evidence of reflection and work toward TCU Learning Goals (optional)

Portfolio’s visual appeal

Overall assessment

CHECKLIST Yes No

Resume included

Appropriate profile photo

Grammar & mechanics meet professional standards

FROGFOLIO EVALUATION CRITERIAInstructors: Please use this evaluation sheet to shape the comments and feedback you provide students. Students: Please use this evaluation sheet to self-assess your portfolio.

Eportfolio for Program and Institutional Assessment

• Use of Chalk and Wire• Example of Assessment

ePortfolio• Example of Alternative

Learning Experience Course syllabus and assignments

• Example of assessment rubric

• Student feedback on use of ePortfolio within ALE course

• Faculty feedback on use of ePortfolio for program assessment

Study Abroad/Away SLOs

Student Learning Outcomes• Analyze the essential knowledge and

skills acquired in various college courses within your discipline which were utilized in this experience. (in the discipline)

• Analyzes the essential knowledge and skills acquired in courses outside your discipline in core curriculum which were utilized in this experience. (beyond the discipline)

• Analyze the essential knowledge and skills acquired in experiences outside the classroom which were utilized in this experience. (beyond academics)

• Analyze the interconnectedness of knowledge)

• Analyze the interconnectedness of knowledge and skills developed within your discipline, in your general education courses, and in extracurricular experiences. (making connections)

• Assess the impact of the applied learning experience on the development of your global awareness in the context of academic, political, social, cultural, and/or economic environments. (global awareness)

• Assess the experience and ascertain the larger implications as they apply to the discipline and beyond. (broader impact)

Rubric Assessed

Questions?