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Search returned 67 results using Keyword: "Portfolio"



1. Alverno College’s Diagnostic Digital Portfolio (DDP) .
Alverno College’s DDP is an institutional database designed to increase the visibility of student learning and development over time. While students are viewed as the primary users and beneficiaries, faculty, advisors, administrator, and program assessment uses are also recognized.
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2. Career portfolio by Florida State University.
The FSU Career Portfolio is designed to help students plan for careers, reflect on their skills and abilities, and to organize evidence of past achievements. Development of this system began in 1997, with its initial launch occurring in April 2002. The portfolio website offers many resources about portfolio development, evaluation of the portfolio system, sample student portfolios, and use of completed portfolios in institutional reaccreditation efforts.
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3. Catalyst for Learning: ePortfolio Resources and Research.
Created by 24 campuses in the Connect to Learning project, this site demonstrates and deepens the value of ePortfolio to higher education. It offers data, practices and strategies, showing how ePortfolio can advance learning, deepen pedagogy and assessment, and support institutional change.
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4. International Journal of ePortfolio .
International Journal of e-Portfolio publishes a semiannual journal for researchers and practitioners interested in the development of ePortfolios. Case studies, innovative approaches and methods to ePortfolios, and best practices are also featured in the journal.
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5. International Journal of ePortfolio (IJeP).
This journal's purpose, according to its website, is "to encourage the study of practices and pedagogies associated with ePortfolio in educational settings" while its focus includes the explanation, interpretation, application, and dissemination of researchers’, practitioners’, and developers’ experiences relevant to ePortfolio."
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6. LaGuardia Community College ePortfolio.
LaGuardia Community College uses the ePortfolio system on its campus. Several resources about the history of ePortfolios on campus are available on its website.
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7. 2009 . Peer Review Vol. 11, No. 1: Assessing Learning Outcomes: Lesson from the AAC&U's VALUE Project.
This edition of Peer Review, AAC&U's quarterly publication on noteworthy trends and debates within undergraduate education, addresses the development and usage of emerging assessment approaches including rubrics to assess learning outcomes and e-portfolios.
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8. The Association for Authentic, Experiential, and Evidence-Based Learning (AAEEBL).
AAEEBL, a professional association for the world ePortfolio community, provides several resources for those interested in using ePortfolios in their classrooms and institutions. Blogs, a bi-monthly newsletter, ePortfolio events, and links to resources are all provided in this expansive website.
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9. American Association for Higher Education. Urban Universities Portfolio Project (UUPP).
The UUPP was a collaboration among six urban public universities to develop prototypes of electronic institutional portfolios. The project, which took place from 1998-2001, was funded by the Pew Charitable Trusts and sponsored by the American Association for Higher Education (AAHE). This website provides links to the six portfolios, which continue to grow and evolve, as well as a number of resources and links.
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10. Appling, J., Gancar, J., Hughes, S., & Saad, A. 2012. Class syllabi, general education, and ePortfolios.

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11. Appling,J., Dippre, A., Gregory, E., Hembree, M., Kooi, K., Pazzo, K., Carson, S., & Shawen, A. 2015. General education and ePortfolios: Syllabi and the role of faculty.
Using student ePortfolios, Clemson University’s General Education assessment plan was evaluated. Faculty had concerns about communicating the natural science requirement to students, and determined that changes in their syllabi could be effective.
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12. Association of American Colleges and Universities. 2009. Assessing learning outcomes: Lessons from AAC&U’s VALUE project.
The entire Winter 2009 edition of Peer Review addresses the VALUE project. Information presented includes an overview of the project, information on e-portfolios, application of rubrics, assessment process, and the use of assessment results for improvements.
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13. Association of American Colleges and Universities. 2007. Rising to the challenge: Meaningful assessment of student learning .
This article provides an overview of VALUE, or Valid Assessment of Learning in Undergraduate Education, "a national project to advance our understanding around assessment student learning outcomes."
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14. Banta, T. 2007. Can assessment for accountability complement assessment for improvement?.
Taking a cue from the recent history of assessment in K-12 schooling, Banta calls for the necessary marriage of accountability and improvement assessment in higher education using varied strategies.
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15. Banta, T. W. (Ed.). 1999. Portfolio assessment: Uses, cases, scoring, and impact.
"This booklet's articles explore how portfolios, including Web-based portfolios, have been used at various institutions to assess and improve programs in general education, the major, advising, and overall institutional effectiveness. They describe ways portfolios can be scored, students' perspectives on portfolios, how portfolios changed the faculty culture at one college, and more."
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16. Banta, T.W., Griffin, M., Flateby, T.L., & Kahn, S. December 2009. Three promising alternatives for assessing college students' knowledge and skills.
In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. The contributors draw on their rich assessment experience to illustrate how portfolios, common analytic rubrics, and online assessment communities can more effectively link assessment practices to pedagogy. In addition to discussing the strengths and limitations of each approach, the paper offers concrete examples of how these authentic approaches are being used to guide institutional improvement, respond to accountability questions, and involve more faculty, staff, and students in meaningful appraisals of learning outcomes.
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17. Barrett, H. Eportfolios for Learning .
This blog to discusses Dr. Barrett’s ideas on electronic portfolios to support lifelong learning. She hopes to share some of her concerns about the current direction of electronic portfolios in Higher Education and K-12 schools.
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18. Barrett, H. C., & Wilkerson, J. 2004. Conflicting paradigms in electronic portfolio approaches: Choosing an electronic portfolio strategy that matches your conceptual framework.
This paper explores two approaches to the use of portfolios in education. Implications of these strategies are examined in light of portfolio purpose, development, implementation, and evaluation.
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19. Buente, W., Winter, J. S., & Kramer, H. 2015. Program-based assessment of capstone ePortfolios for a communication BA curriculum.
In 2013, the Department of Communication at the University of Hawaii at Manoa used ePortfolios to evaluate their program. With the effectiveness of ePortfolios as an assessment tool, they found gaps in their curriculum, and identified several improvements to their current processes.
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20. Buyarski, C.A., & Landis, C.M. 2014. Using an ePortfolio to assess the outcomes of a first-year seminar: student narrative and authentic assessment.
The authors analyzed at 47 ePortfolios of first-year seminar students. Using the combination of a rubric and identification of authentic evidence, results suggested that the ePortfolio can thoroughly assess student learning when combined with a rubric and examining authentic evidence.
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21. Cambridge, B. L., Kahn, S., Tompkins, D. P., & Yancey, K. B. (Eds.). 2001. Electronic portfolios: Emerging practices in student, faculty, and institutional learning.
This book presented portfolios as a powerful tool for learning and assessment arguing that introducing the electronic into the mix increases its power. This is deemed to occur especially through the key feature of interactive hyperlinks and the potential to promote continuous reflection on and updating of learning.
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22. Cambridge, B., Cambridge, D., & Yancey, K. B. (Eds). 2009. Electronic portfolios 2.0: Emergent research on implementation and impact.
This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.
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23. Cambridge, D. 2010. EPortfolios for lifelong learning and assessment.
This book takes on the topic of e-portfolios, student learning and student assessments from a deeply philosophical perspective. A guiding idea throughout the book is the question of a student’s agency in relation to the use of e-portfolios. Some of the themes covered included using e-portfolios authentically, with integrity and through deliberation. The author also addresses these themes in relation to the issue of assessing student learning, including lifelong learning.
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24. Chen, H. L., & Light, T. P. 2010. Electronic portfolios and student success: Effectiveness, efficiency, and learning.
This publication presents an overview of electronic portfolios and ways individuals and campuses can implement e-portfolios to enhance and assess student learning, recognizing that learning occurs in many places, takes many forms, and is exhibited through many modes of representation. This work is illustrated through multiple campus case study examples.
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25. Council for Adult and Experiential Learning. 2011. Moving the starting line through prior learning assessment (PLA).
This research brief provides an analysis of the average number of credits students earn for what they already know. It offers information on the average number of PLA credits earned by a subgroup of 4,905 students in our sample, looking at how the average number of credits differs by institution type and by students of various demographic groups.
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26. Cox, R., & Kelly, K. 2011. Documenting learning with ePortfolios.
This page describes the use of ePortfolios at San Francisco State University.
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27. Edgerton, R., Hutchings, P., & Quinlan, K. 1991. The teaching portfolio: Capturing the scholarship in teaching.
This report discusses the advantages of using professional teaching portfolios and includes methods for portfolio use and evaluation.
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28. Eubanks, D., & Gliem, D. 2015, May. Improving Teaching, Learning, and Assessment by Making Evidence of Achievement Transparent.
Technology can change higher education by empowering students to make an impact on the world as undergraduates. Done systematically, this would allow institutions to close the credibility gap with an increasingly dubious public. Authentic student achievements that are addressed to a real world audience can lead to richly detailed Resume 2.0 portfolios of work that add value to degrees and the granting institutions. A guide is provided for implementation of new high-impact practices, including structured assignment creation.
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29. Everhart, B. & Gerlach, J. M. May/Jun2012. Satisfaction with data management systems in standards-based alignment.
Abstract: The article discusses the results of a study that examined the data management systems (DMS) in teacher education units across the U.S. Some functions of the DMS products are portfolio capabilities and data related. The study showed that majority of unit heads have used DMS products as a major component of their assessment systems. Commercial DMS products preferred by unit heads include LiveText, Task Stream and Wire Learning Assessment.
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30. Ewell, P., Kinzie, J., Keith, J., & Love, M. B. January 2011. Down and in: A national perspective on program-level assessment.
Presentation at Association of American Colleges and Universities (AAC&U) on the Reviewing NILOA survey results, qualitative information on program assessment, with examples from two exemplary campuses.
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31. Eynon, B., Gambino, L., & Torok, J. 2014. Outcomes assessment and institutional learning.
This page describes the role of ePortfolios in outcomes assessment.
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32. Gambino, L., & Yawin, M. 2013, November 8.. Increasing student success: Integrating eportfolio in developmental English and first-year experience.
This presentation describes the use of ePortfolios at Tunxis Community College.
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33. Harper Jr., Vernon B. May/Jun2011. Program portfolio analysis: Evaluating academic program viability and mix.
Abstract: The article discusses the use of program portfolio analysis in evaluating academic program viability and mix. The article also states that portfolio analysis can produce actionable institutional effectiveness and can assist in the allocation of academic resources.
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34. Hart, D.M. and Hickerson, J.H. 2008. Prior learning portfolios: A representative collection.
This resource is a valuable reference tool for PLA assessors, administrators and PLA instructors, and can help train both faculty and students to understand portfolio assessment. Designed to provide you with institutional policies and procedures regarding prior learning portfolios, this text and accompanying CD-ROM contain thirteen sample portfolios from eleven different institutions, handbooks, guidelines, flow charts, and information about the location of portfolio assessment in the context of a degree.
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35. Hubert, D.A., & Lewis, K.J. 2014. A framework for general education assessment: Assessing information literacy and quantitative literacy with ePortfolios.
Examining 100 random student ePortfolios from General Education courses using two college-wide learning outcomes, the authors reflect on how use of ePortfolios can effectively assess student work. Benefits of using ePortfolios, particularly in General Education, are also discussed.
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36. Janosik, S.M., & Frank, T.E. 2013. Using ePortfolios to Measure Student Learning in a Graduate Preparation Program in Higher Education.

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37. Judd, T. P., Secolsky, C., Allen, C. February 2012. Being confident about results from rubrics.
Using rubrics to assess student learning is more and more common, and their use is almost certainly going to increase, as the Association of American Colleges and Universities (AAC&U) essential learning outcomes become better known and the Lumina Degree Qualifications Profile gains traction. Both outcomes frameworks require something more than what available standardized instruments measure.
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38. Kahn, S. Mar/Apr2012. E-portfolios for lifelong learning and assessment.
Abstract: The article reviews the book "E-Portfolios for Lifelong Learning and Assessment," by Darren Cambridge.
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39. Kehoe, A., & Goudzwaard, M. . 2015. ePortfolios, badges, and the whole digital self: How evidence-based learning pedagogies and technologies can support integrative learning and identity development.

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40. Kuh, G., & Ikenberry, S. October 2009. More than you think, less than we need: Learning outcomes assessment in American higher education.
The 2009 report from the National Institute of Learning Outcomes Assessment (NILOA) is based on information from more than 1,500 regionally accredited degree-granting institutions in the U.S. The NILOA study, titled “More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education,” summarizes what colleges and universities are doing to measure student learning.
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41. Larkin, M. J. & Robertson, R .L. 2013. Complex moving parts: Assessment systems and electronic portfolios.

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42. League for Innovation and Questionmark. 2004. An assessment framework for the community college: Measuring student learning and achievement as a means of demonstrating institutional effectiveness.
This white paper was composed by an advisory team of community college practitioners and assessment experts and provides a framework for assessing student learning. The framework includes: a) assessment vocabulary; b) implementation processes, and 3) methods for data generation and reporting. The goals is to, besides providing this formal structure, to establish a common language so that all the assessment stakeholders could understand each other well when communicating.
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43. Light, T., Chen, H., Ittelson, J. 2012. Documenting learning with ePortfolios: A guide for college instructors.
In this book, the authors provide both a theoretical and practical understanding about e-portfolios. Some of the main themes covered include how e-portfolios are a form of documentation, the relation between faculty and students in the process of using e-portfolios, and how to design the implementation of e-portfolios. The books also includes discussions regarding how to engage students, staff, and faculty in the process of using e-portfolios in addition to discussions about selecting appropriate technologies and evaluating the use of e-portfolios.
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44. Lough, W. 2012. Assessment Rubric.
This rubric from Longwood University allows faculty to assess student portfolios.
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45. Lowenthal, P., White, J. J., & Cooley, K. 2011. Remake/remodel: Using ePortfolios and a system of gates to improve student assessment and program evaluation.

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46. Lowood, J. 2013. Restructuring the Writing Program at Berkeley City College: Or how we learned to love assessment and use it to improve student learning.
The portfolio-based assessment program at BCC started in 2011. They first looked at their pre-transfer English and English as a Second Language (ESL) composition/reading classes learning outcomes and determined that the best way to assess if they were met was through portfolios. As a results, all students had to summarize readings, write an in-class essay based on a prompt, and a research paper. About 500 students were assessed per semester. The endeavor extended so much so that the entire English and English as a Second Language (ESL) Department participated in scoring the portfolios through a rubric design.
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47. Lowry H. J., Howery, C. B., Myers, J. P., et al. . 2005. Creating an Effective Assessment Plan for the Sociology Major.
This resource serves as a manual on assessment specifically prepared for departments and programs that offer an undergraduate major in sociology. It was guided by best practices of assessment for higher education, and could serve as a resource for those conducting assessment work in other departments.
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48. McCollum, Daniel L. Mar/Apr2011. The deficits of standardized tests: Countering the culture of easy numbers.
Abstract: The article presents an analysis on the validity of the Voluntary System of Accountability (VSA), which requires the use of Collegiate Learning Assessment (CLA), Educational Testing Service (ETS) Proficiency Profile (EPP) or Collegiate Assessment of Academic Proficiency (CAAP) to measure student learning. It offers definition of validity which focus on supporting the use of test's scores. It adds that the use of electronic portfolios (e-portfolios) helps to engage students in deep learning.
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49. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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50. Michelson, E. & Mandell, A. 2004. Portfolio development and the assessment of prior learning: Perspectives, models, and practices.
This book offers suggestions for creating and leading portfolio-development courses.
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51. Papp, R. n.d.. Assessment and assurance of learning using e-portfolios.
This paper will explore the use of e-portfolios in an educational environment to assess student performance, provide an electronic repertoire or resume of accomplishments as well as maintain a collection of student work which can be used for accreditation purposes and to measure and assess student learning outcomes.
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52. Perks, J. M., & Galantino, M. L. 2013. The development of an ePortfolio as a capstone in a holistic health minor.
The authors describes exploring whether to use an ePortfolio assessment as a capstone project for a Holistic Health Minor (HHM) in an undergraduate program. A team of faculty designed a template and a group of nine seniors piloted the program. The authors found the interdisciplinary faculty team to be vital for the program’s success.
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53. Portland State University. Portland State University FRINQ ePortfolio.
Portland State University has used portfolios for the assessment of its students since 1994.
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54. Provezis, S. June 2012. LaGuardia Community College: Weaving assessment into the institutional fabric.
A federally designated Hispanic Serving Institution, LaGuardia Community College serves an overwhelmingly minority and first-generation college student population “from diverse cultures, ages, and educational and economic backgrounds.” Its students come from 160 different countries and speak more than 120 different primary languages. LaGuardia’s commitment to educational excellence has been acknowledged by Excelencia in Education, the Bellwether Award for Exemplary Instructional Programs, and the Community College Excellence Award from the MetLife Foundation. Because of its reputation as a leader in learning outcomes assessment, particularly through the use of electronic portfolios (ePortfolios), LaGuardia was selected by the National Institute for Learning Outcomes Assessment (NILOA) as an Example of Best Practice. This report features LaGuardia’s commitment to assessment, the collaboration across units at the college, the ePortfolio as the foundation of the assessment efforts, and the institution’s robust p
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55. Ramírez, K. 2011. ePerformance: Crafting, rehearsing, and presenting the ePortfolio persona.
ePerformance: Crafting, Rehearsing, and Presenting the ePortfolio Persona exposes vital intersections between pedagogy and performance to reveal how using ePortfolio encourages not only student-centered learning, but facilitates collaboration through cooperative exchanges. Productive interactivity with audiences who actively influence process, content, and outcomes displaces classroom hierarchies and the passive absorption of predetermined material. It is the powerful intersection of multiple modes of performance that establishes the ePortfolio medium as an elastic, ultra-accessible theatrical arena in which students may create, rehearse, and present themselves. By recognizing that they are not only at the center of learning, but that they are one of multiple centers in a multicentric teaching and learning dynamic, students activate the discourse of which their work is already a part.
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56. Richards-Schuster, K., Ruffolo, M. C., Nicoll, K. L., Distelrath, C., & Galura, J.A. 2014. Using ePortfolios to assess program goals, integrative learning, and civic engagement: A case example.
Analyzing 51 student ePortfolios from a capstone class for an Interdisciplinary Community Action and Social Change minor, the authors share results on how ePortfolios can be utilized to assess civic engagement. The authors also reveal the program’s impact.
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57. Rose-Hulman Institute of Technology. RosE Portfolio System (REPS) Zone .
Rose-Hulman Institute of Technology's REPS Zone is, according to its website, "an online, digital system developed at Rose-Hulman Institute of Technology. It is designed to allow students, faculty, and administrators to archive, assess, and evaluate student work for the purpose of class, department, program, and institutional assessment. In addition, the RosE Portfolio offers features like the Showcase Resume, the Curriculum Map, and customizable Assessment Outlines."
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58. Schuurman, S.,Berlin, S., Langlois, J., & Guevara, J. Mar/Apr2012. Mission accomplished! The development of a competence-based e-portfolio assessment model.
Abstract: The article discusses the Capstone Electronic Portfolio (E-portfolio) Project of the Grand Valley State University School of Social Work (GVSU-SSW). The project is aimed at developing a competence-based E-portfolio for student performance assessment. Compared to the paper version, it is noted that e-portfolios offer a content management system that would be beneficial in digital document collection. The purpose of the E-portfolio assignment to social work students is also explored.
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59. Shada, A., Kelly, K., Cox, R., & Malik, S. 2011. Growing a new culture of assessment: Planting ePortfolios in the Metro Academies program.
This paper provides a look at the development of a new culture of assessment in higher education with the use of electronic portfolios (ePortfolios). It uses the metaphor of horticulture to describe how an inter-institutional program, Metro Academies of Health, has gone through the first two parts of the ePorticulture cycle—preparing for the use of ePortfolios and planting the first ePortfolio "seeds" within cohorts of students at both an urban community college and 4-year state university
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60. Silva, M. L., Delaney, S. A., Cochran, J., Jackson, R., & Olivares, C. 2015. Institutional assessment and the integrative core curriculum: Involving students in the development of an ePortfolio system.
Because students are often not involved nor included in the decision-making assessment process, the authors piloted a project to include students as co-authors and research assistants to improve their ePortfolio design. The authors purport that students can and should be included in decision-making assessment processes.
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61. Snow, R. 2007. Preparing the Portfolio: for an Assessment of Prior Learning.
“A complete ‘how to do it’ book on converting your work and life experiences to college credits.”
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62. Springfield, E., Gwozdek, A., & Smiler, A.P. 2015. Transformation rubric for engaged learning: A tool and method for measuring life-changing experiences.
This paper shares how the Transformation Rubric for Engaged Learning is an effective assessment tool in relation to ePortfolios, including how it can be replicated and used in a variety of current assessment methods.
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63. Truman State University. Truman State University's portfolio project.
One of Truman State's most well-developed assessment programs is the Truman Portfolio. Access to individual students portfolios are password-protected; however, rubrics (referred to as descriptors) are listed for critical thinking and writing, interdisciplinary thinking, historical analysis, and intercultural thinking and results for each of the descriptors are reported in the yearly Assessment Almanac. Included on the Portfolio page is also a FAQ list for interested faculty and students.
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64. University of Denver. University of Denver Portfolio Project.
According to its website, "The University of Denver Portfolio Community (DUPC) is a fully developed web-based application that supports the academic community with a searchable database of electronic portfolios for students, faculty, staff, and alumni, community discussion, academic program assessment based on student work, and an assessment rubric library." All of the documents/discussions are on a secure web server.
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65. University of Minnesota. University of Minnesota ePortfolio.
University of Minnesota uses a secure website, titled ePortfolio, to store its ePortfolios of its students, faculty, staff and alumni. Electronic files of different types can be stored by its users and can be accessed through the Internet.
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66. Watson, C.E., Kuh, G.D., Rhodes, T., Light, T.P., & Chen, H.L. 2016. Editorial: ePortfolios – The eleventh high impact practice.
AAC&U has identified ePortfolios as an eleventh high impact practice. This inclusion is the result of the breadth and the strength of the evidence base in support of the effect of ePortfolios along a number of student success metrics. This recognition signals a new era for ePortfolios in higher education, and this editorial briefly explores the evidence behind this decision and charts a course for next steps and new domains for ePortfolios. The most promising of which may be coupling notions of Signature Work and a range of HIPs with ePortfolios.
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67. Yan, J. 2010, October 7. Successful implementation of student centered e-Portfolio based assessment.
Co-founder CEO of Digication Jeffrey Yan presents case studies of Bronx Community College, Tunxis Community College, and LaGuardia Community College, all of which have "successfully implemented a student centered approach to e-Portfolio based assessment."
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