1. Using Portfolios to Assess the Outcomes of a Leadership Program 2008 International Assessment & Retention Conference Scottsdale, AZ June 13, 2008 Presented by: A. Katherine Busby, PhD Director of Student Affairs Assessment and Planning University of Alabama

2. Overview  Brief background of leadership program  Decision to use portfolios as assessment method  Development of portfolio criteria  Development of rubric to evaluate portfolios  Implementation of assessment  Discussion/ Q & A

3. The Wide World of Leadership Colleges and universities provide an excellent laboratory for students to learn leadership theory and put that theory into practice.  Determine the guiding leadership theory or definition  Determine the desired learning outcomes  Assessment efforts should be based on the outcomes and theory

4. Leadership Program Description  Designed to admit a cohort in their first year and the cohort would participate throughout their college career  The Leadership Challenge (Kouzes & Posner, 1995) was the theoretical framework  Develop students prepared and willing to practice leadership in the communities where they live, learn, and work Leadership in Activities Leadership in Academics Leadership in Action

5. “I’ve got this program I need to assess…”  Selecting an assessment method is a critical step in the process  There are numerous different assessment methods  Select the method based on the ability to answer the assessment question (Palomba & Banta, 1999)

6. Portfolios as an assessment method “Portfolios are a type of performance assessment in which students’ work is systematically collected and carefully reviewed for evidence of learning and development.” (Palomba & Banta, 1999, p. 131) “A purposeful collection of student work that tells the story of the student’s efforts, progress, or achievement in (a) given area(s).” (Arter & Spandel, 1992, p. 36)

7. Portfolios as an assessment method  Provide longitudinal information  Opportunity for student reflection  Invite interaction & dialogue  Portfolios tell a story  Encourage students to take responsibility for learning  Portfolios may not be truly representative of what the student knows/can do

8. Development of portfolio criteria  Required artifacts  Student-selected artifacts  Any format was permitted  Reviewed annually  Used to provide participants with feedback

9. Development of portfolio criteria Required artifacts:  Application essay  Leadership plan (goals, objectives & timeline)  Personal leadership mission statement  Academic transcript  Experiential learning transcript  Resume

10. Development of portfolio criteria Student-selected artifacts:  Papers, projects, or presentations from your leadership in academics course(s)  Activities or projects that impacted (positively or negatively) your leadership development

11. Development of a rubric to evaluate portfolios NoviceApprenticeProficientDistinguished Challenge the Process Inspire a shared vision Enable others to act Model the way Encourage the heart

13. Identifies organizational/community needs, works through challenges (action oriented), perseveres despite obstacles (attitude oriented), become better after adversity Seeks specific growth opportunities outside current skill set Facing and managing the fear of being different, failing, or having perspective(s) converse to the majority Is curious Expresses a willingness to and demonstrates risk taking behaviors Tests assumptions Is innovative and inspires innovation in others Promotes change as catalytic behavior in support of the common good Navigates the continuum from participating in initial structured and specific leadership experiences toward more ambiguous experiences Challenge the Process

14. NoviceApprenticeProficientDistinguished Challenge the Process  Did not seek leadership opportunities  Opportunities provided little to no challenge, growth, change, innovation, and/or improvement  Did not demonstrate willingness to take risk  Avoids being different, failure  Responded to leadership opportunities presented to them  Opportunities provided minimal challenge, growth, change, innovation, and/or improvement  Demonstrates understanding of risk taking  Does not successfully face and manage fear (of being different, failure)  Sought leadership opportunities  Leadership opportunities provided some challenge, growth, change, innovation, and/or improvement  Demonstrates willingness to take some risks  Faces and manages the fears (of being different, failure)  Actively sought specific leadership opportunities  Leadership opportunities provided challenge, growth, change, innovation, and/or improvement  Demonstrates willingness to take risk  Successfully faces and manages the fears (of being different, failure)

15. Implementation: “How can I get my lacrosse stick to fit in the portfolio?”  Workshops with the students  Consultation during pilot phase  Evaluation with faculty/staff

16. Artifact Justification Sheet Name/Title of artifact: ____________________________________________ Briefly describe artifact. Include the type of item, course/activity/event it represents. Date artifact created: _________ Date artifact submitted to portfolio: _____________ Practice(s) the artifact represents: _________Challenge the process _________Inspire a shared vision _________Enable others to act _________Model the way _________Encourage the heart In one or more concise sentences, justify the inclusion of this artifact. This artifact is ______ required______self-selected

17. Questions/ Comments Contact me: Katie Busby Director of Student Affairs Assessment & Planning University of Alabama Box 870116 Tuscaloosa, AL 35487-0116 Phone: 205-348-7939 Email: kbusby@sa.ua.edu

18. References Arter, J. A. & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issue and Practice, 11(1), 36-44. Kouzes, J. M., & Posner, B. Z. (1995). The leadership challenge (2nd ed.). San Francisco: Jossey Bass. Palomba, C. A. & Banta, T. W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass.