1. Valuing E- Portfolios: Formative and Summative Assessment Jane Moore, National-Louis University David Wicks, Seattle Pacific University

2. E-Portfolios have become the norm in teacher education programs. How can we make them meaningful, integrated and valuable to both students and faculty members? Initial response to a requirement for electronic portfolios can be overwhelming. Both students and faculty members often need to be convinced of the value of this time- consuming and reflective process. This session gives a practical framework for developing a successful electronic portfolio practice.

3. Portfolio Content and Structure National-Louis Standards15 credits End of program Learners Learning Academic Content Theory- Practice Critical Reflection Collabor- ation Advocacy 7 x 3 = 21 assessments Seattle Pacific StandardsDevelop- mental Capstone Instructional Planning Learning Environment Curriculum Pedagogy Assessment Communication Collaboration Exceptionality Cultural Sensitivity Technology Inquiry/Research 11 x 2 = 22 assessments - artifacts - reflections

4. Contact Information Jane Moore jmoore@nl.edu David Wicks dwicks@spu.edu

5. Artifacts, Reflections & Rubrics SPUNLU ArtifactsPrescriptive Non- prescriptive Reflections (Rationales) Prescriptive Non- prescriptive Rubrics 4 levels2 levels Analytic/ Holistic Holistic

6. Students valuing process Opportunity to engage in reflective practice Chance to look at a body of work which reflects effort and understanding throughout the program Capstone project

7. Student Training Part of first core course – both technical and philosophical Portfolio system is used as course management tool (National) Online help and tutorial, telephone, email

8. Faculty valuing process How is work divided? Portfolio assessment tied to a course or assigned faculty load Anonymous or known reviewer? Who can assess? Adjuncts and/or Full-time faculty

9. Faculty Training In department meetings Just in Time Shadowing Inter-rater reliability Guidelines Power users provide help

10. Administration Top down due to accreditation requirements Issues –Making load time for assessments –Assessment director vs. Assessment council –Taking ownership of rubrics and standards

11. Big questions Can we keep it meaningful without it becoming unmanageable? Have we sacrificed meaning for manageability?