e portaaeeblstefanakis
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Evangeline Harris Stefanakis, Faculty Fellow to Provost
Associate Professor in Educational Leadership
Victor Coelho, Assoc Provost, Undergraduate Education
Boston University, Boston MA
A Developmental Look at Assessment for 21st Century
LearningAAEEBL, 2010
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Evangeline Harris Stefanakis
Boston University, Boston MA
MAKING LEARNING VISIBLE:ASSESSMENT in the ACADEMY?
Moving From Problems to Possibilities
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E-Portfolio: Assessment Tool- A Definition?
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Multiple Perspectives:Assessment for Learning
Learning AccountabilityFormal evaluations
Self Assessmentreflection
Informal Feedback
Rubrics- quality/ criteria
Portfolios- collection of work
Performance BasedDocuments Presentations/Internships/Clinical work
Standardized TestsNorm referenced
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ASSESSMENTProblems to
Possibilities ?PROBLEM- CLIENT COST= PRODUCT QUALITYWhat “Evidence of Value Added” do student’s take away
POSSIBILITY- EVIDENCE QUALITY PRODUCTGlobal Market Digital -BU students need to compete/win
POLICY- EMPLOYABILITYUK/ EU/AACU/ Higher Ed Competitors BU as an Institution/ Display “cutting edge” products
ASSESSMENT systemically needs work ?/ NEASC
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E-Portfolio makes UG and GRAD faculty & students’ learning visible
• Dr, James Wolff, SPHhttp://www.bu.digication.com• His students
Team Lafiya Mata project
Dr. K. Smith CAS English Faculty http://www.bu.digication.com/smith Her students
• Meet SED Ed. D. Student, Colby Young
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A Gallery of Visible Learning at BU= 2400 portfolios created from Oct 2009
BU CGS SED ARTS
Academy Writing SMG Dentistry
A&S, SPH Medicine
High School Freshman- 2-3-4 Grad Masters, Doctorate
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CGS Challenges
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Part 8: Showcasing Student e-Portfolios
CGS/SPHTwo workshops
No student training
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This e-Portfolio takes advantage of text, images, videos and audio recordings to illustrate the life of the composer Giovanni Gabrieli and the performance of his works at the Basilica San Marco. Who is the intended audience?
Giovanni Gabrieli and Basilica San Marco
http://bu.digication.com/ccummingsggabrieli/Welcome/published
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This e-Portfolio also makes extensive use of videos to demonstrate the work of the author and his opinions on teaching. Who is the intended audience for this portfolio?
Colby R. Young Electronic Portfolio
http://bu.digication.com/COLBYYOUNG/HOME1/published
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From the College of Communication, this e-Portfolio spotlights the author’s skills in graphic design on the Portfolio Samples page. She includes a Power Point slideshow that was a marketing campaign proposal.
Angela May Chenhttp://bu.digication.com/angelamaychen/Reese_s_Campaign
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This e-Portfolio is focused on writing, but the author enhances the experience with the use of an interesting image, an audio track that inspired her and good textual design elements like larger fonts and colors.
Whit’s WR150 Portfoliohttp://bu.digication.com/whits/Home//
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This example from the School of Public Health has an evocative title image, and combines useful graphic elements with text on the Background page.
Kristen Giambusso
http://bu.digication.com/kgiambusso/Background1
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Consider the way this e-Portfolio is organized for a lesson plan. The Resources section contains pages for weblinks, images, audio and further reading.
Cuban Missile Crisishttp://bu.digication.com/cwilliscoldwar/Welcome/published
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This e-Portfolio is organized around 5 classes that the author took. Each class is a section, which contains relevant material in a standardized format.
Artificial Intelligence
http://bu.digication.com/a.i./Home//
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GETTING COMMUNITIES STARTED
1. Start slow, small, work together
Discuss portfolio purposes in groups , faculty meetings
Let communities know portfolios are beginning.Enlist TECH help teams.
Conduct showcases using student work as evidence.
2. Find time as a faculty to discuss & define
Shared purposes assessing -> a system for portfolios
The uses of rubrics to define criteria/ quality/ standards
Organization of courses, demo, exhibitions
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Misconception #1- confused terms
What is Assessment? What is Evaluation?
To AssessTo Assess =to Sit Beside the Learner (Latin)
To EvaluateTo Evaluate =to assess according to defined values “ Sort Learners into Norm Groups ”
To AssessTo Assess To EvaluateTo Evaluate Learner Norm
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Misconception #2- Confused Phrases Assessment for Learning or Assessment
of Learning (Stiggins,2006)
Assess Both the Process & Products of Student Learning
How?1. Collection Work + Reflection on Work
2. Selection of Work for Different Purposes
3. Evidence of Accomplishment + Criteria for Merit
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Misconception #3- Documentation CURRICULUM / ASSESSMENT
Assessment of learning Assessment of learning
Assessment for learning
Teacher Records Student Records Work Samples
Digication
Blackboard
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Evidence of Learner’s Development Process & Products
COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING
Health care professionals create a personalized theory of knowledge to guide practice
Curricular Modules
Micro TeachingPhilosophyMetaphor
Wiki orE-Journal
School of Public Health
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Creating an Inventory: Course Products/ /SPH Evidence of Teaching!
What would you collect or select?(metaphor, Micro teaching units,
strategies, video)
Possible TeachingProducts
Evidence of Process
Date/ Reflection