eportfolios for assessment @ csm. why eportfolios? eportfolio technology: documents students’...

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  • ePortfolios for Assessment @ CSM

  • Why ePortfolios?

    ePortfolio technology: documents students learning in a more visible, meaningful, and appropriate way than does standardized testing, facilitates reflection and assessment by individuals, faculty and departments,improves educational access for all students,opens conversations about transfer and articulation amongst the various educational systems in California, fosters collegial conversation about effective teaching, engages students in demonstrating their own achievement in media that are appealing and comfortable for them,prepares them for entry into careers.

  • Why ePortfolios? Rich Jewels

    Scholarship

    Student Reflection

    Instructor Reflection

  • Examples: Student ePortfolios @ CSM

  • Student ePortfolios: Math 145

  • Student ePortfolios: ENGL 161

  • Student ePortfolios: a sample

  • Reflective Student ResponsesI have been able to analyze readings and information that I was not able to understand before taking this class. It enabled me to dig deeper and find the meaning behind the information.

    The class helped me to become a better writer because throughout the course, through essays, I learned to clearly express my views and interpret the readings that were assigned.

    This course has helped me develop my writing skills and has improved my grammar. We have touched on oral communication frequently and I am very comfortable speaking in front of large groups of people. I feel very comfortable working with others of different backgrounds because of group projects. I would have liked to have done more group projects and to have had my writing assessed by my classmates more often.

    WAC course that I was taking helped me to realize values in life. I also learned how to understand reading of the true English language. Also, having discussions in class about reading was very helpful too.

    In this essay, it was not easy to just apply facts immediately. You had to try out several possibilities, including giving up almost, before actually coming to terms with the final answer. You had to go beyond thinking and start to dig deeper by looking from multiple perspectives. Imagination together with analysis and reasoning played a key role and led to the final outcome.

  • Reflective Student ResponsesI didn't really like the writing for this course because I did not see why we had to do it. But after I had completed the writing it all made sense and then I was ok with the work.

    THIS COURSE HELPED ME BETTER ANALYZE AND INTERPRET GRAPHICAL EQUATIONS AND HAS HELPED COMMUNICATE BETTER.

    I think when you learn a piece of math on your own, it forces you to approach the problem in a different way because there is nobody telling you their opinion, you only have your opinion to rely on. This made me think outside the box. There were also many times when I was totally stuck and frustrated at all the different kind of knots, loops and crossings. As I kept reading forward, I began to understand the topic more clearly. I guess you can call it an aha moment - like a light bulb just turned on in my head. I think the hardest part about this project was the process of learning a whole different topic on your own. But I guess that was the whole idea of the project. I had a great time with this project and I learned so much. Thank you!

    This project has allowed me to practice my communication skills not only with my partner and my instructor, but also with other classmates and other instructors. It has also allowed me to practice all of the different techniques that I have learned to help me analyze the data. Analyzing the data led me to apply my critical thinking skills by trying to make the analyses make sense, by putting the information in sentences and explaining what each of the calculations indicate. Working on this assignment with a partner, allowed me to practice making decisions and judgments that not only affect me, but my partner as well.

    I have overcome my fear and intimidation of writing with the help of my instructors demands for essays and the support of the WAC instructors.

  • Assessment @ CSMSpring 07

  • ISLOs & WAC Outcomes Institutional Student Learning Outcomes

    Effective Communication The ability of students to write, read, speak, and listen in order to communicate effectively.

    Quantitative Skills The ability of students to perform quantitative analysis, using appropriate resources.

    Critical Thinking The ability of students to analyze information, reason critically and creatively, and formulate ideas/concepts carefully and logically from multiple perspectives and across disciplines. Social Awareness and Diversity The ability of students to recognize cultural traditions and to understand and appreciate the diversity of the human experience, past and present.

    Ethical Responsibility The ability of students to make, with respect to individual conduct, judgments based on systems of values.

    (Adopted by the College Assessment Committee, May 2006)

    Keep Tool Kit Evaluation Rubrics

    WRITING

    A

    B

    C

    D

    Focus Organization/

    Structure

    Clearly stated main idea or thesis. Logical organization. Good structure to supporting paragraphs.

    Thesis stated with reasonable clarity. Organization apparent, even if somewhat clunky. Supporting paragraphs have some apparent structure.

    Thesis vague or poorly stated. Some sense of organization. Structure of supporting paragraphs sometimes weak.

    No main idea. No apparent organization. Paragraphs not focused or structured.

    Clarity

    of Ideas/

    Concepts

    Clearly articulated key ideas and concepts

    Few mistakes in key ideas, little confusion in evidence/explanation

    Key ideas often mistaken, some confusion in evidence/ideas

    Substantial mistakes in defining key ideas, substantial or fatal confusion in evidence/explanation

    Coherence

    Reasoning flows logically and is easy to follow. All relevant steps/ideas included.

    Logical sequence. Relevant steps/ideas included.

    Generally logical in development. Some errors in sequencing or connections/relationships

    Reasoning does not flow logically. Relevant information missing or replaced by irrelevant information

    Completeness/

    Development

    Main elements are completely and accurately presented, explained, and/or supported. Conclusion fully realized.

    Main elements are presented with reasonable accuracy and completeness. Conclusion reached.

    Main elements are present but not complete. The knowledgeable reader is able to fill in the gaps.

    Main elements are missing or incomplete.

    Mechanics

    &

    Sentence Fluency

    Few or no spelling or grammatical errors. Correct citations included as needed.

    Good language flow

    Few spelling or grammatical errors. Correct citations included as needed. Generally good language flow.

    Some spelling and grammatical errors. Incomplete citations. Inconsistent fluency. Some difficult-to-read sections.

    Substantial spelling and grammatical errors. Needed citations lacking. Difficult to read, choppy.

    Evidence of student development of ISLOs:

    4

    3

    2

    1

    Effective Communication

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    Quantitative Skills

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    Critical Thinking

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    Social Awareness and Diversity

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    Ethical Responsibility

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    Formative reflection

    substantial evidence

    moderate evidence

    some evidence

    no evidence or n/a

    SCORE SHEETS

    Keep Tool Kit Evaluation

    WRITING

    A

    B

    C

    D

    Focus Organization/

    Structure

    Clarity

    of Ideas/

    Concepts

    Coherence

    Completeness/

    Development

    Mechanics

    &

    Sentence Fluency

    Evidence of student development of ISLOs:

    4

    3

    2

    1

    Effective Communication

    Quantitative Skills

    Critical Thinking

    Social Awareness and Diversity

    Ethical Responsibility

    Formative reflection

  • The Results

    Keep Tool Kit Evaluation SCORE SHEETS

    WRITING

    A

    B

    C

    D

    Focus Organization/

    Structure

    XXX

    XXX

    XXXXX

    X

    Clarity

    of Ideas/

    Concepts

    XXX

    XXX

    XXXX

    Coherence

    XXXX

    X

    XXXXX

    X

    Completeness/

    Development

    XX

    XXXX

    XXXXX

    X

    Mechanics

    &

    Sentence Fluency

    XXXXX

    XXXX

    XX

    Evidence of student development of ISLOs:

    4

    3

    2

    1

    0

    Effective Communication

    XX

    XXX

    XXX

    XX

    Quantitative Skills

    XX

    XX

    XXXX

    Critical Thinking

    XXX

    XXX

    X

    Social Awareness and Diversity

    X

    X

    XX

    XXXX

    Ethical Responsibility

    X

    XX

    XXXXX

    Formative reflection: evidence of student recognition of connection between work and ISLOS

    XX

    X

    XXXXX

    X

    XXX

  • ePortfolios @ CSMFaculty ePortfolios

  • Fac