Syllabus 2004 Panel: ePortfolios for Student Performance and Program Assessment
Web Portfolios: A Win/Win Assessment Tool Rebecca Lawson Lansing Community College July 20, 2004
What is a portfolio? port·fo·li·o n. pl. port·fo·li·os A portable case for holding material, such as loose papers, photographs, or drawings. The materials collected in such a case, especially when representative of a person's work: a photographer's portfolio; an artist's portfolio of drawings. Source -
What is a portfolio? port·fo·li·o n. pl. port·fo·li·os A collection of authentic work; tangible proof of a student’s hard work, talent and accomplishment.
Portfolios support assessment Program Assessment ITOS Program Outcomes Advisory Board NETS-S Standards LCC Instructional Master Plan
NETS-S Standards NETS-S standards basic operations/concepts of the computer societal and ethical issues associated with the computer use computerized productivity tools use computerized communication tools use computerized research tools use computerized problem-solving tools Source -
The student’s perspective Deep reflection serves several purposes Reflect, review, strengthen & polish learning Assimilate knowledge into a visible application of skills Seek out jobs using their new skills Formulate connection between student life and the work world
What goes into a web portfolio? Development is recursive Use Internet to identify jobs requiring Internet-related skills Self-analysis for alignment of skill set with job requirements Selection of appropriate artifacts for supportive documentation Creation of digital collection of artifacts Portable, customizable depending on targeted audience’s needs
Evaluation: Assimilation and Connections Collaborative peer evaluation Input provide variety of perspectives for objectivity and usability Engages all students in the learning process Sparks change for both student being evaluated and those offering input
Evaluation: Assimilation and Connections Instructor’s role Facilitate collection/reflection process Rubric use Identifies areas of strength and weakness Ensures alignment with both departmental and program outcomes Alerts students to the acceptable levels of refinement Communicates to the student the standards of professional work in this field
A Win/Win Assessment Tool All concerned parties enjoy benefits when web portfolios are used as a program assessment Instructors- performance-based assessment Employers- applicants with visible proof of skill Students- benefit the most! College- grads prepared for success
A Win/Win Assessment Tool Portfolios support lifelong learning by empowering students through the creation of a “living” document displaying their skills. Student benefits- Means to review and strengthen their learning Application of primary concepts demonstrating mastery Added value in sorting through one’s own artifacts Creative, persuasive presentation to the world at large Discovery of job opportunities making use of their skill
References Hollander, Sharon A. (2003). Better Beginnings: Preparing Students for Independent Research. The Teaching Professor. March, Orr, Chandra. (2003). The NEW Resume: Portfolios Pack a Powerful Punch. Lansing State Journal. January 26, Seldin, Peter and Associates. (1993). Successful Use of Teaching Portfolios. Anker Publishing Company, Inc. Bolton, MA. Unknown author. (2004). Mosiac: Composing a Picture of Student Experience. Syllabus Technology for Higher Learning. February, Unknown author. (2004). Technology Foundation Standards for All Students. ISTE NETS. June
Contact Information Rebecca Lawson, Professor ITOS Dept. MC-2311 Lansing Community College Lansing, MI