Measuring Institutional Success: An Electronic Portfolio for Accreditation and Assessment Outcomes

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Measuring Institutional Success: An Electronic Portfolio for Accreditation and Assessment Outcomes. Vivienne Carr Rosemary Skeele David Middleton. Context - Seton Hall University. Private, mid-sized, northeastern university Technology accepted & promoted mobile, wireless computing in place - PowerPoint PPT Presentation


MeasuringInstitutional Success:An Electronic Portfolio forAccreditation and Assessment OutcomesVivienne CarrRosemary SkeeleDavid MiddletonContext - Seton Hall UniversityPrivate, mid-sized, northeastern universityTechnology accepted & promoted mobile, wireless computing in placeIT courses for University located in College of EducationUniversity Mission Statement Seton Hall University is a major Catholic university. In a diverse and collaborative environment it focuses on academic and ethical development. Seton Hall students are prepared to be leaders in their professional and community lives in a global society and are challenged by outstanding faculty, an evolving technologically advanced setting and values-centered curricula. What We Have Learned A portfolio is not a container It is a process A portfolio is adaptable to any university program Every act of creation is an act of destruction The results of the process are revealing Electronic Portfolio Institutional InitiativeHistory of Electronic Portfolios at Seton HallCurriculum Development Initiative (CDI):Electronic Portfolio6 Branches of Project: College of Education and Human Services Psychology Department English Department Honors Program Freshmen Studies Outcomes Assessment TeamElectronic Portfolio in Higher Education - Considerations Academic Freedom New Role of the Teacher Technological Equity ResourcesFaculty EvolutionPersonal development skills, comfort, needs, exploration CBAM ModelCurriculum development teaching, modeling, pedagogical reflectionTeam development assisting, supporting, collaborating Outcomes Assessment Team (OAT) Established by the Office of the Provost in 1991 Examining methods of integration across University Community Developing matrices of assessment in conjunction with SHUs Core Curriculum CommitteeProcess:Begin process at the department levelDepartment chairs to head the processDevise a processConstruct syllabi with outcomes and related assessmentsDevelop a program matrixConcurrently devise a university-wide content management systemSpecific metrics developed for integration into at least 50% of a students courses Conscious development of these habits of mind as part of courseworkElectronic Portfolios and the Core CurriculumDatabase of courses certified as fulfilling the Core requirementsOngoing checklist of students fulfilling Core requirements for advisingDepository of objects attesting to students skill developmentOpportunity for student reflection on the learning processCollege of Education and Human ServicesEducational Studies Department History of paper portfolios PT3 Grant in 1999 sparked commitment to technology- based student portfolios Evaluation by professional societies impacts delivery decisions Current leader in SHU: Electronic Portfolio Initiative College of Education and Human ServicesRequired Flexibility in Portfolio Development NCATE Influenced Performance Evidence Demonstrate & Motivate Student Learning Reflection of the Student as a Teacher Development of Student Professional Portfolios Portfolio Product Evolution Paper Mini disks (floppy) CD-ROM Web-Based (Front Page, On-line free & low cost services) Specialized product Out of the Box product customized by SHUCEHS Standards Electronic PortfolioVehicle for assessment in demonstrating learning outcomes linked to accreditation standardsStudent products yield accomplished work in the field of educationAll work is coupled with student reflections stating how products meet accreditation standards This practice demonstrates the students knowledge and understanding of the standardsStep 1: Determine what a portfolio means to your program. Define goalStep 2: Identify what we want students to learn. Set objectivesAlign with missionLook at institutional, state, and national standardsResearch other programsStep 3: Describe content and tasks. Develop curriculum & activitiesMap Curriculum 1 2Learn and integrate new teaching practicesRevise syllabiStep 4: Determine whether we met our objectives. Assess & revise learningDevelop evaluation instruments; Create rubricsAnalyze resultsRevise curriculum based on resultsHow We Met Our Goals: A ProcessStandards Building BlockCollege of Education and Human Services is NCATE Accredited. Also meets INTASC (Interstate New Teacher Assessment and Support Consortium) and NJPS standards (New Jersey Professional Standards). Students DilemmaWhy Blackboard Electronic Portfolios?Comfort level students, faculty, staffTraining and support issuesMultiple uses for filesEasy to share files across courses, Electronic Portfolio, and peopleProvides security not available on WebAccepts variety of mediaLets you build a homepageContent Management SystemStudent/FacultyContent ManagementPeer ReviewCollaborationAssessmentResource SharingBlackboard CourseBlackboard CourseBlackboard CourseFaculty Content Management SystemContent Management SystemCourse/Core PortfolioProfessional PortfolioFacultyAdvisorDepartmentAlumniEmployerCareer CenterStudents can access the Electronic Portfolio from their Main PageLinking Student Products to Pertinent StandardsProducts are connected to the Blackboard Content and Learning Management Systems Our application for participation in the Center for Academic Transformation's Roadmap to Redesign Programs is an example of our understanding of the importance of effective utilization of Blackboard as a Mission Critical Application. Adding/Editing Products and ReflectionsProducts can be connected to multiple standardsAutomatically Generated Electronic PortfolioCombines Products and ReflectionsStandards Data ReportingThe system is built to allow for custom reporting according to needs.Standards Data ReportingThe data can be exported for analysis in either Excel or SPSS.Standards Electronic Portfolio Version 2.0Standards Electronic Portfolio Version 2.0WorkflowFaculty Member creates Standards Based AssignmentAssignment Appears as Typical Blackboard AssignmentStudents Complete the Assignment by attaching the artifactEntry in the grade book is the same as others. Faculty Grade this entry as normalGrading UI is the same as typical AssignmentThe Achievement of a specific level grade would generate the ePortfoliosStandards Electronic Portfolio Version 2.0Future Features Standards Based Assignment Rubric Maker & Grading Mechanism Assessment Tools: Ability to assess how students are doing across multiple sections and on specific subject matter - example: lesson planning Filters e.g. department/program; gender, race, etc; rubric portions; specific dates Demographics Track individual development Reporting will provide more granular data for Inter-rater reliability.Plans for Institutional Change Development and Implementation of the Standards Electronic Portfolio completed Summer 2005 Used by over 50% of the faculty from College of Education and Human Services - Summer 2005 Implementation and customization of the system across the Institution - Fall 2005 Integration of the system in the assessment plans for the new University Core CurriculumOutcomes Demonstrates faculty excellence Shows support from administration Initiates a culture change Provides Accreditation Reporting Demonstrates Institutional-wide Contributes to Assessment and Program Review Meets Standards & Core Curriculum Proficiency Measures Provides a bridge to the Outcomes Assessment Team, Institutional Research & Budget Offices Provides Personal and Professional growth for studentsElectronic PortfoliosMoving our Students into the FutureAccountability of all parties


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