1. L EAVE A T RAIL Assessing Portfolios: The Data, The Experts, The Advantages 2011 AAEEBL World Summit

2. “Do not go where the path may lead; go instead where there is no path and leave a trail.” - Ralph Waldo Emerson

3. H ANDOUT U PDATE

4. R OWANNA C ARPENTER Portland State University

5. Freshman Inquiry Portfolio Assessment Rowanna Carpenter, PhD Portland State University

6. 6 Context University Studies 4 level inquiry-based interdisciplinary general education program Four goals: Inquiry and Critical Thinking Communication Diversity of Human Experience Ethical and Social Responsibility Portfolios used in Freshman Inquiry (FRINQ) Year-long theme-based interdisciplinary course

7. FRINQ Assessment Plan FallWinterSpring Summer Formative: Prior Learning Assessment (All FRINQ sections) Summative: Early-year assessment Formative: Early Term Assessment (optional) Summative: Mid-year assessment Formative: Early Term Assessment (optional) Summative: End-of-year assessment Summative: Portfolio Review

8. Freshman Portfolio Review o Review ~200 portfolios (30 per theme) o Out of ~1400 enrolled freshmen o Randomly selected from students who gave consent o Spend one day per goal reviewing portfolios (2 goals per year) o Morning calibration session o Review portfolios the rest of the day o Use University Studies computer labs o 2 readers per portfolio o Invite and pay faculty from across campus to participate o Open invitation to participate posted in weekly newsletter during Spring term

9. Results – Team Development

10. Excerpt from 06-07 Annual Report “Each faculty team received a summary report of their aggregate end-of-year evaluations as well as the portfolio review. They were asked to review the data as a team before the fall retreat and come prepared to discuss one aspect of their team that was successful and one issue they’d like support on from the program.”

11. 2007 Program-Level Writing Assessment Results

12. NPercent Evidence Related to Writing: Personal Narrative17787.2 Analytical Writing17988.2 Creative Writing6230.5 Reflection on the Writing Process12059.1 Assignment Instructions3919.2 Outside References Integrated into Writing15576.4 Evidence of a First Draft178.4 In text citations8943.8 Appropriate use of grammar throughout15375.4

13. “Part of the discrepancy appears to derive from the portfolio assignment itself... In writing, the portfolio asks students to include final copies of their best work, while in the rubric students are evaluated based on their use of drafts and the inclusion of assignment instructions.” “In order to better understand the writing goal and how to address it in the classroom, the goal statement will be distributed to the faculty, the portfolio results will be discussed and then strategies for incorporating more prewriting and revision steps into the curriculum will be reviewed. Moreover, the Writing Center, in collaboration with Prof. Joel Bettridge has put together a writing handbook for students in frinq which offers strategies for understanding writing as a recursive process and an instructor’s manual will be distributed at the retreat.”

14. 2006-20072008-2009 Percent Evidence Related to Writing: Personal Narrative87.277.5 Analytical Writing88.278.5 Creative Writing30.530 Reflection on the Writing Process59.152 Assignment Instructions19.243 Outside References Integrated into Writing 76.459 Evidence of a First Draft8.427 In text citations43.826 Appropriate use of grammar throughout75.467.5

15. Writing Improvement Over Time

16. What Works?? Learning-centered approach to assessment Faculty-driven process Assignment Rubric Campus-wide participation in assessment Contributes to transparency for University Studies Data is useful for and contributes to program improvement One of several assessment mechanisms for the program

17. G AIL R ING Clemson University

18. N ANCY P AWLYSHYN Mercy College

19. Q UESTIONS ? Terrel RhodesWende Garrison rhodes@aacu.org wendebmg@gmail.com