Using an ePortfolio to Guide Student Transfer of Knowledge &

Assess Learning Outcomes

ADEA FDW 2010Wendy Kerschbaum, RDH, MA, MPH

Anne Gwozdek, RDH, BA, MAEmily Springfield, BA, MSEd

Portfolios and Reflection

Using critical self-analysis to improve professional development

Program overview

Courses

Reflection

Portfolio18 months planning and research

Degree completion program

2 years 100% online,

asynchronous Dedicated,

clinically experienced students

Competency-based curriculum

11 seven-week courses

Learning activities

No tests No fact-level

assessments (definitions, dates, etc.)

Focus on application and synthesis

Group work Discussion Peer

evaluation

Writing – many types

Project development, implementation, evaluation

Field experience Presentations

Cognition

Metacognition

Learn – review – contextualize Course content (x11)

Field exp.

(x2-3)

Metacognition

Portfolio reflections

(x10)

Reflection assignments

(x18)

Class Discussions

(x35)

Meta-meta-cognition

Final Portfolio

(x1)

Portfolio Discussions

(x10)

What is the portfolio?

http://www.dent.umich.edu/dentalhygiene/education/dc/online/eportfolio/

Connecting courses

Reflection questions create transition between courses

Course 1 Course 2 Course 3… Capstone

Writ

eP

folio

1

Writ

eP

folio

2

Writ

eP

folio

3

Dis

cuss

Pfo

lio 1

Dis

cuss

Pfo

lio 2

Dis

cuss

Pfo

lio 1

0 CapstoneProject& WriteFinalPfolio

Things to notice

Reflection ≠ therapy Critical analysis

Graded very seriously

Training is Critical

We cannot over-stress this point.

Training

What is it? What good is it to me? How to reflect

Starts before pfolio Tech instructions

What is it? What good is it to

students and to me? How to grade reflections Tech instructions

Students Faculty

Portfolio Reflection

Expectations and Portfolio Thinking

What is reflection?(White Packet)

Critical self-assessment Systematic Guided Reviewed/graded

What is reflection? Reflection rubric

Goals and rubric

Competency Matrix

5 Domains with 23 competenciesStudent chooses 4 competencies each

course

Quality of Reflections

Rubric guidelines for assessing/gradingMinimalAverageExcellent

Minimal reflection

“Vague self-assessment; no support from artifacts or specific examples”

Often states a fact about achievement of a competency but gives no examples or proof of that achievement

“Tells that” student is at a certain level

Average reflection

“Self-assessment is mostly clear; support is non-specific, lacking, or ‘stretched’ for some items”

Gives an example or artifact in support of a statement, but doesn’t explain howthe example supports the claim

Excellent reflection

“Clear self-assessment well-supported by artifacts and specific examples”

Examples given, and student explains a bit about the example and how it supports the competency.

“Shows why” the student is at a certain level

Remember: reflections should “stand on their own” and not require the reader to have extra background information

Let’s grade some examples.(Purple Packet)

What’s the consensus?

How would you rate these?

How we graded them

Sample 1 (1-7) 6 (4+2)

Sample 2 (1-7) 9 (8+1)

Sample 3 (1-3) 3 (1+2)

Sample 4 (3-2) 6 (5+1)

Details

Final Reflection(Blue Packet)

End of each courseDifferent grading criteria for quality of

reflection

Final reflection

How would you grade these final reflections?

How we graded them

Student 1: 10 (8+2)Student 2: 7 (5+2)

Calculating the grade(2 parts to Portfolio)

ePortfolio at the end of each course -20 pts total

Average the 4 “competency matrix” reflections – 10pts total

Final reflection – 10 pts total

Break

Giving Feedback

Purpose

Develop students’ reflection skills

Understand the grade they have been given

Allows student to “close the loop” at the end of the program.

Giving good feedback

Your turn!(Purple & Blue Packets)

In your group, give feedback on 2 competencies and 1 final

reflection.

Our observations about reflection

Reflections improve over time.It takes work to get there.

Individuals’ reflections vary in quality.

Competency Reflection Grading(Orange Packet)

One student in one course

Competency Reflection Growth(Red Packet)

Programmatic growth

It Takes Work

StudentsFaculty

Bridging to the Next Course

Purpose is to transition from one course to the next.

Good questions are key.

For Example…HYGDCE 481-Leadership &

Professional DevelopmentLife-long learning is an essential element of professionalism. This course will focus on current issues in dental hygiene, and how individuals can contribute to the advancement of the profession and promotion of oral health for the public.

HYGDCE 482-Oral Diseases: Prevention and ManagementThis course is designed to facilitate critical thinkingskills related to specific oral diseases and the relationship between oral health and systemic health. The prevention and management of selected oral conditions are emphasized.

Anatomy of good bridge question

This is the question from the end of 481.

•What kinds of leadership roles are dental hygienists best suited to take?•What areas of influence do we have?•How comfortable would you be in taking on those roles at this point?•[etc.]

1. Take a “big picture” look back at what you learned.

2. Apply it to a context outside of class

Reflect on the role of dental hygienists as leaders…collectively as a profession and yourself personally. Thoughts to consider:

“Dental hygienists are able to influence patients and co-workers through the treatment they provide and the knowledge they share. I feel, at times, we could provide a stronger influence. For example, in the audit I attended at the [XYZ Agency], I felt that I couldn’t get the fellow healthcare professionals to truly understand the strong need for improving dental care and education in our county.”

This quote from one of your classmates illustrates a common theme: it is important not only to know your voice and to speak up, but to speak out in a way that will take root and create change.How can we get people outside the profession to value the voice of dental hygienists? What are markers that people outside the profession respect? What are some concrete steps that you, as an individual, can do to help achieve this?

Anatomy of good bridge question

3. Quote from 481 course.

4. How does that fit with the next course, 482?

After students have written their reflections for 481, select one or more notable quotes…

…and write a discussion question to “bridge” to the next course.

Another Example

Creating a bridge question & seeing how it works in next course

About the coursesHYGDCE 482-Oral Diseases:

Prevention and ManagementThis course is designed to facilitate critical thinking skills related to specific oral diseases and the relationship between oral health and systemic health. The prevention and management of selected oral conditions are emphasized. Primary learning strategies include reading the scientific literature, writing review papers, and sharing/discussing with classmates.

HYGDCE 487-Health Promotion and Risk ReductionStudents will gain an understanding of the concepts of health, well-being, and health behaviors and their relationship to the care of patients. In the course, students will analyze and evaluate attitudes, beliefs, and behaviors related to health and illness in individuals, families and communities, across the lifespan.

Writing a bridging question

Select quotes that stand outDo you need to correct misinformation?Are students ready to “shift gears”?

Create a question based on the quotes that leads naturally to discussing the topics for the new course

Bridging Packet(Beige Packet)

Here are the steps!Course A: Final portfolio questionQuotes pulled from final reflectionsCourse B: Create discussion question,

incorporate quotes from Course ADiscussion in Course B Instructor’s summary discussion post

Lessons Learned

Portfolio mythbusting

Be specific

Guide reflection with good questions

Limit number of reflections

Give detailed feedback

That’s a portfolio, folks!

Work in teams

Course development

Portfolio gradingBridging questions

AwarenessProgram cohesion

Outcomes

Student, faculty, and program

Faculty/program outcomes

Improvement in assessment and feedback over time

Did I achieve my teaching goals?Achievement of program goals and

competencies “check-in”What are the “aha” moments?

Student outcomes

Reflective skills develop over time

Reflection is cited as a professional skill

Student comments

At the end of the program when I looked at my first reflections I couldn’t believe what I had written. I could see how I had now developed the skill of reflection.

I didn’t like the reflections during the program. During the final portfolio assignment I had the “aha” that I couldn’t be doing this without the reflections I had done along the way.

Student Comments

I didn’t see the benefit until the end of the program.

I could see how I had really improved my writing over the course of the program and I am really proud of this. It was really valuable to face how bad I was initially and how much better I am now. The feedback along the way helped me achieve this improvement.