Transcript Document 7189274

Outcomes-Based Assessment:
The ‘E-Folio’— an Online, Web-Based
Electronic Portfolio System
Presenter: Dr. David Byrd, URI
Facilitator: Dr. Winnie Brownell, URI
Harnessing Outcomes Assessment
to Serve Students, Faculty, and their Institutions
Friday, May 17, 2002
12:00 to 4:30 p.m., URI Bay Campus, Coastal Institute Building
Sponsored by the Rhode Island Office of Higher Education in cooperation with CCRI, RIC, and URI.
University of Rhode Island
Electronic Portfolio
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Electronic Portfolio an on-line, web-based,
“virtual portfolio” system that allows
teacher education students to capture,
organize and edit samples of their work and
provides search, index and evaluation
capabilities for faculty and students.
Background
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Shift in Rhode Island Program Approval
Standards and NCATE accreditation
requirements to a focus upon what our
students can do.
Increasing need for students (and faculty) to
become more proficient users of technology
Dramatic increase in capacity and student
access to technology due to the technology
bond issue
Purpose
To:

Improve the overall quality of student’s
teacher education
By:
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Developing performance-based
assessments that make maximum use of
technology and can be used to both
assess student competencies and
evaluate program effectiveness
A Bit of History
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INTASC
RI Design Team
RI Project Performance
RI Assessment Design Team
Incentive Fund for Excellence in Technology
– URI Electronic Portfolio Project
Incentive Fund for Excellence in Technology
PT 3 Project
Guiding Principles
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Standards Driven
Product Based
Developmental
Linked to Practice
Assessable
Technology Intensive
Final Design Criteria
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Public and explicit outcomes
Criteria that clearly describe expected
performance
Feedback from assessors
(faculty,peers,self) regarding work
submitted
Assessment Philosophy
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Core beliefs/RIBTS
What are the purposes of the e-folio
standards-based assessment?
• Students: Improved skills and learning
• Faculty: Improved instruction and assessment
of student outcomes
• Program improvement: Documented
effectiveness; consistency
Secondary Education Course/Portfolio Requirements
and
Links to Standards
Courses probably
taken
EDC 10 2 or 503
EDC 25 0
Coursewo rk
Standards
Addressed
 Cont ext St atement
1,4
 Two logs and refle ct ions
3,10
 Complet ion of a minimum of 1
Major/ Concent rat ion
40 credit s; ave 2.5
 Complet ion of a minimum of 1,2
PPST (reading, writ ing,
mat hemat ics)
Product
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9 credit s; ave 2.5
 Scores
1
Prior to Student Teaching
Courses probably
ta ken
HDF 310 or 415
EDC 312 or 512
EDC 371
EDC 430 / 31
EDC 448
General Educat ion.
Major/ Concentr ati on
Product
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Development paper
Simu late d Case St udy
Diversity Paper
Data Driven (e.g.SALT)
Report on a Commun ity
 Perfo rmance Task/R ubric
 Port folio Eleme nts Draft
 Inte grate d Lesson Plan
 Compl eti on of a minimum
of 93 credits; ave.  2.5
 Compl eti on of a minimum
of 24 credits; ave.  2.5
Sta ndards
Addressed
3,4
3,4 ,8
1,7 ,11
5,9
1,2 ,3,4,5 ,9
2,5
1
1,2
Prior to Graduation
Courses probably
taken
EDC 484 / 85
General Educat ion.
Major/ Concentr ati on
Product
Compl ete Port folio:
 Context state ment
 Unit plan
 Video lesson
 Case st udy
 Assessments
 Observati ons
 Professional developm ent
 Any remaining; ave.
 2.5
 Any remaining; ave.
 2.5
Standards
Addressed
1,4
1,2 ,3,4,5 ,9
2,5 ,6,8,9
3,4 ,9
4,5 ,9
2,4 ,5,6,8
10
1
1,2
Web based
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Primarily remote access
– Mediums:
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•
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Text
Images
Sound
Video
How did we get here?
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Phase 1, Design: Student work project
for a CSC class
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Phase 2, Development: Faculty,
Graduate Student, Undergraduate
Student Team (grant funded)
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Phase 3, Refinement, Implementation
Tasks to Date
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Adopted the Rhode Island Beginning Teacher
Standards
Identified student work products for each
course
Established three formal assessment points
in each student’s program
Developed an electronic portfolio system to
collect, monitor and store student work.
Future Issues
Technical:
 Evolution of the system
 Fixes/Updates/location of hardware
Programmatic:
 Integration of other campus units at URI
 Work with colleagues at RIC and CCRI
 Changes in standards and expectations
 Institutional support