1. PORTFOLIO

2. Student Uses Students CollectReflectShare Collect class requirements Collect graduation requirements Reflect on learning in class Reflect on learning both in and outside the classroom (integrative) Share with peers and instructors Share with peers, instructors, administrators, parents, future employers, etc. Students use portfolios to collect*, reflect upon and share their work with others. * The process of collecting artifacts is believed to aid in reflection

3. The Student Learning Experience Experience with portfolios also enables students to demonstrate learning for other purposes, such as employment, higher education admission and scholarships.

4. Program Effectiveness

5. Workflow for Portfolio Assessment Program Requirements, Signature Assignments, Critical Tasks Evaluators Assess using Rubrics and Form-Based Instruments Centralized Data Warehouse Student Input Competency Performance Data Aggregated Reports and Competency Profiles Students Projects Internships Work-based learning Presentation Reflection Supporting Documents More…

6. Advantages of ePortfolios Changes may be tracked to demonstrate improvement over time. Portfolios cannot be lost or damaged. Portfolios and assessment data follow students as they progress through their program. New sections and resources can be easily inserted. Portfolios can be copied multiple times. Multiple reviewers and evaluators need not meet students face- to-face to provide feedback. Allow for the inclusion of multimedia content and provide students with vital technical experience. Student assessment and program evaluation data housed in a centrally located database for ease of reporting and decision- making.

7. ePortfolio Software

8. ePortfolio Software Components Front End  Reflections  Artifacts Back End  Roles & Responsibilities  Assessment Tools Grades, Rubrics etc  Evaluation Data Collection & Aggregation

9. ePortfolio Software Sources Open Source Commercial Products

10. KEEP Toolkit

11. TaskStream

12. Getting Started First Step  Faculty must buy into the portfolio concept Process Software

13. Getting Started Second Step  Develop your Student Learning Outcomes (SLO)  Determine which assignments/courses are collected to assess SLOs Multiple courses Capstone course  Determine how to assess the assignment e.g. rubrics

14. Getting Started Pilot test the portfolio

15. Getting Started/Maintaining Use Decide which course(s) to introduce the portfolio  Require assignment(s) to be uploaded in the first course The hard part may be maintaining the use of the portfolio!  Faculty must be reminded to have assignments uploaded and scored  If there was no buy in faculty may ignore  What does the student get out of it