1. Using Electronic Portfolios to Assess Learning at IUPUI
Trudy Banta
Sharon Hamilton
Susan Kahn
Indiana University-Purdue University Indianapolis

2. Plan
Culture of
Evidence
Implement
Improve
Evaluate

3. PLANNING Campus mission, goals Unit goals aligned
Programs based on assessable goals with PIs
Annual reports on the Web

4. PAII Evaluation Services
Assessment of learning
Surveys
Program reviews
Performance indicators
Program cost analysis
Web-based evaluation tools
Program evaluation/action research
Accreditation

5. IMPROVEMENT AGENDA 1. Reporting to internal constituents
2. Demonstrating accountability
3. Proposing improvement initiatives
based on findings
4. Improving assessment methods

6. Assessment of Individual Student Development
Assessment of basic skills for use in advising
Placement
Counseling
Periodic review of performance with detailed feedback
End-of-program certification of competence
Licensing exams
External examiners

7. Key Results of Individual Assessment
Faculty can assign grades
2. Students learn their own strengths and weaknesses
3. Students become self-assessors

8. A Second Look
1. Across students
2. Across sections
3. Across courses

9. 1. Where is learning satisfactory?
2. What needs to be retaught?
3. Which approaches produce the most learning for which students?

10. Group Assessment Activities
Classroom assignments, tests, projects
Questionnaires for students, graduates, employers
Interviews, focus groups
Program completion and placement
Awards/recognition for graduates
Monitoring of success in graduate school
Monitoring of success on the job

11. Use of Results of Group Assessment
Program improvement
Institutional and / or state peer review
Regional and / or national accreditation

12. Assessment of Learning
Faculty agreement on outcomes and performance standards
Evidence in syllabi and assignments that outcomes are taught
Collective faculty review of group performance
Use of findings to improve instruction and curriculum

13. Methods of Assessment Paper and pencil tests
Individual or group projects
Portfolios
Observation of practice
Observation of simulated practice
Analysis of case studies
Attitude or belief inventories
Interviews and focus groups
Surveys

14. Press to assess with a test
Now We Have
the
Press to assess with a test

15. 2006 Commission on the Future of Higher Education
Need simple way to compare institutions
Institutions should be more accountable for student learning

16. What happens to outcomes assessment
undertaken
to guide improvements in
teaching and learning?

17. Using Electronic Assessment Methods
We can
Track progress in assignments
Evaluate contributions to group projects
Conduct immediate process checks to evaluate instruction
Assess the quality of written work

18. What is an e-portfolio?
A selection of purposefully organized artifacts that support retrospective and prospective reflection and that document, assess, and enhance student learning over time.

19. Why e-portfolios? For students Track growth and development
Develop capacities for metacognition and self-directed learning
Integrate and apply learning
For faculty
Enrich learning experiences
Base assessment on authentic performances
For programs and institutions
Assessment for admissions, improvement and effectiveness, accreditation

20. Principles of Undergraduate Learning
Core communication and quantitative skills
Critical thinking
Integration and application of knowledge
Intellectual depth, breadth, and adaptiveness
Understanding society and culture
Values and ethics

21. ePort Learning Matrix

22. ePort levels of competence
What all undergraduate students at IUPUI should know and be able to do within their:
Introductory: First 26 credit hours
Intermediate: First 56 credit hours
Advanced: Major, profession, or academic program
Experiential: Co-curricular, extra-curricular, work-based learning

23. Inside a Matrix Cell
Goal: To document introductory competence in written communication
Expectations:
1.You have identified a different audience and purpose for at least 2 documents
2.You have selected information appropriate to your audience and purpose.
3.You have used two different organizational styles appropriate to audience and purpose
4. You have used appropriate language, style, writing conventions, and formats.

24. Features of ePort Resources Learner Profile Matrices PUL Customized
Presentation Tool
Reporting Tool

26. Dashboard/Learner Profile
Tasks
Profile
Pre-Survey
Preflection
Upload resources
Reflection
Profile Information
Connections to self-assessment tools
Connections to Career Center; Student Life and Diversity
Connections to other helpful sites

28. Objects Aggregate Criteria • Time/level/Linear (Reports) Intro Intro
interact
interact
interact
interact
Objects
assess
assess
assess
assess
Crs grade
Crs grade
Crs grade
Crs grade
reflect
reflect
reflect
reflect
Aggregate
(Reports)
Artifact
Artifact
Artifact
Artifact
Communication
Skills
Critical
Thinking
Integration &
Application of
Knowledge
Understanding
Society &Culture
Values &
Ethics
Etc ….
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Criteria
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper •
Time/level/Linear

29. Adoption strategies
Small grants to departments and to freshmen learning communities
Collaboration with users to develop needed features and modify or customize existing ones
Extensive faculty development and technology support

30. Student Self-Assessment in the IUPUI ePort
From Gateway Through Graduation

31. From Gateway Through Graduation
First year:
Preflection
Reflection
Capstone:
Retrospective
Prospective

32. Preflection
What are your important goals for your life after college? Think about your goals in areas like career, citizenship, relationships, personal life, and spiritual/religious development.
Thinking of one or two of these goals, what do you need to do and learn between now and graduation to get there? What abilities, skills, knowledge, and other characteristics do you need to improve or develop?
Which of the PULs seem(s) most important for you to improve upon to reach your goals? Why?

33. Reflection
Reflect upon the goals you had during your first weeks at IUPUI.
Have your goals, or your ideas about how to reach them, changed?
What have you learned that is relevant to the goal(s) discussed in your preflection? What is the evidence for this learning?
Are there additional PULs that you now see as relevant to your goals?

34. Capstone Matrix LIFELONG LEARNING POSSIBLE CAREERS CURRENT ROLE IN
SOCIETY
PRINCIPLE OF UNDERGRADUATE LEARNING
Artifacts
REASON FOR BECOMING AN ENGLISH MAJOR

35. Matrix Thinking
Movement from focus on original document to focus on original document in relation to a new conceptual framework
See work in new focus
Results in greater depth of understanding of original work
Students can assess their intellectual growth since the original writing.
Development in reflective thinking

36. Development in Reflection
Ability to self assess
Awareness of how one learns
Developing lifelong learning skills

37. Ability to Self-Assess
Observing One’s Own Performance
Using Feedback and Evidence
Finding and Analyzing Patterns
Making Judgments

38. Islam Y107.doc exemplifies my ability to be a
critical thinker because I had to put forth
significant effort to separate my emotion from the facts
and research….I believe that objectivity and rationality
are at the core of every serious student – this paper
shows me that I can be a serious student. Every class
that I have taken in political science, English, and
philosophy has emphasized the importance of looking
past the surface of things. Additionally, my education in
the liberal arts has taught me that there is much more to
things than what my emotions tell me there are….My
emotions are central only to my own experiences, and
my critical thinking skills allow me to leap outside of my
own experiences.

39. Critical thinking is my most important PUL because, no matter what goal I am pursuing, critical thinking will be a necessary step before that goal will ever be reached….Thinking about working as an advocate of the law in a globalizing world is intimidating. The documents in this cell, however, have calmed my angst so that I feel as though I am capable of accomplishing my goals. Two of the papers in this cell are only one page in length. I’ve come to learn that brevity and conciseness coupled with poignancy and clarity serve as valuable evidence that one has thought well and critically. To be brief is difficult if there is a lot to say. There is also a very long document in this cell.…Longevity of thought is sometimes necessary before brevity of a statement can be made clear.

40. I no longer see what I have to offer as an English job hunter in mere terms of degree possessed and years of experience…I look at what I have to offer in a larger context. Beyond the essentials in my resume that I share with all other graduates, I now see capacities in critical thinking, communications, and multi-project analyses. All these capacities can be supported with the creative and scholarly material in my matrix.”

41. Objects Aggregate Criteria • Time/level/Linear (Reports) Intro Intro
interact
interact
interact
interact
Objects
assess
assess
assess
assess
Crs grade
Crs grade
Crs grade
Crs grade
reflect
reflect
reflect
reflect
Aggregate
(Reports)
Artifact
Artifact
Artifact
Artifact
Communication
Skills
Critical
Thinking
Integration &
Application of
Knowledge
Understanding
Society &Culture
Values &
Ethics
Etc ….
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Criteria
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper
Intro
Intermed
Adv.
Exper •
Time/level/Linear