Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process
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Integrating Teaching, Learning and Assessment: A Programmatic ePortfolio Process AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director, ePortfolios; [email protected] Kathy Pusecker, Director, Office of Educational Assessment; [email protected] Gabriele Bauer, Associate Director, Center for Teaching and Learning; [email protected] http://www2.udel.edu/e-portfolios/
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Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process. AAEEBL Conference, Boston, MA - July 28, 2011 Karen Stein, Faculty Director, ePortfolios; [email protected] Kathy Pusecker, Director, Office of Educational Assessment; [email protected] - PowerPoint PPT Presentation
Transcript of Integrating Teaching, Learning and Assessment : A Programmatic ePortfolio Process
Integrating Teaching, Learning and Assessment:
A Programmatic ePortfolio Process
AAEEBL Conference, Boston, MA - July 28, 2011
Karen Stein, Faculty Director, ePortfolios; [email protected] Pusecker, Director, Office of Educational Assessment; [email protected] Bauer, Associate Director, Center for Teaching and Learning; [email protected]
http://www2.udel.edu/e-portfolios/
Institutional Context
Programmatic TLA ePortfolio
Background
• ePortfolio pilots elicited via internal, instructional grants to support institutional initiative
• Collaborative partnership: CTL, OEA, and IT-CS&S• Pilots designed based on stipulations set forth in RFP • Active pilot programs (2010-11):
– 10 undergraduate academic programs– 1 graduate academic program
• New pilot programs (2011-12):– 5 undergraduate academic programs
Programmatic TLA ePortfolio 4
• Faculty: Impact (evidence) of curriculum as integrative whole
• Students: Make meaning of their education based on reflection, feedback, and evidence (artifacts)
• Institution: Assessment data inform strategic planning
Programmatic TLA ePortfolio 5
•eP: -- Interconnected -- Purposeful -- Competency-based -- Reflective -- Developmental -- Rooted in feedback
Programmatic TLA ePortfolio 6
College or Department name here 7
College or Department name here 8
Program eP Design Worksheet:Developmental Achievement of Competencies over course and program
(curriculum map)
Step 6 a. Faculty: Select assignment (artifact) that helps students achieve the competency.b. Develop instructions that guide students in describing context for the artifact.c. Develop questions that guide student reflection on the competency.d. Develop tool to provide feedback on student reflections.
Step 1:Identify Program Goal you wish to assess (Place in Column 1)
Step 2: Indicate in which course(s) students are introduced to goal.
Step 3: Indicate in which course(s) students practice the goal.
Step 4: Indicate in which course(s) students apply the goal
Step 5: Indicate in which course(s) students indicate goal mastery.
Goal Name English 110 English 212 English 316 English 411 (Capstone)
Written Communication
What questions do you have about the TLA?
From the Students’ Perspective
http://www.youtube.com/watch?v=rQuTndaDB3U 11
Think about these Questions Before Designing the TLA
•How will the TLA enhance teaching capacities and competencies for the faculty?•How will the TLA relate to established educational practices in the program?•How will the TLA help students make connections among courses?•How will you implement reflective prompts to best develop students’ skills over time?•How will feedback be provided to encourage student developmental learning? Who will provide the feedback?•What data needs to be collected? Who will analyze? Who will report?
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