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Justice project conference presentation

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Khaled Hossain
Khaled Hossain

This document outlines a pilot project to implement eportfolios across a justice center program to improve assessment of program outcomes. The goals are to make outcomes more measurable, coherent across courses, and visible to students. Research shows eportfolios provide evidence of student learning over time through demonstrations of work. The project will develop appropriate outcomes, integrate them into coursework through assignments, and collect artifacts in a justice program eportfolio template. Challenges include getting student and faculty contributions and demonstrating learning across courses over time.

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Program Learning Outcomes Eportfolio Pilot Project Justice Center Ronald S. Everett Deborah K. Periman
Project Goals Use Evidence-Based Practices to: Improve Justice Center Program Assessment Improve Coherence and Measurability of Program Outcomes Improve Program Coherence and Content: Engage Faculty in Linking Outcomes to Course Content and Student Assignments Make Program Outcomes More Visible to Students: Increase Student Engagement in Learning
Research Supporting Eportfolios Accountability in university education increasingly rests not on what an institution offers students, but on convincing evidence that students are learning. Assessment goals and objectives should focus on what students will be able to demonstrate that they know, believe, and can do . . .. (N. Buzzetto-More, The E- Portfolio Paradigm: Informing, Educating, Assessing, and Managing with E- Portfolios, 208 (2010). Eportfolios provide immediate access to content/capacity to include audio/video demonstrations of student work/activities. Id. Eportfolios are especially effective when they are part of an ongoing assessment process from the time students enter a program until they complete their studies. Id. Implementing eportfolios in multiple courses in a program provides a highly visible indicator of whether the curriculum is complete/cohesive or whether there are gaps or redundancies that should be addressed.
The Heart of the Eportfolio Developing Appropriate Integration of SLOs into Core Outcomes Curriculum Keyed to Program Faculty identify SLOs when Mission and Content developing course content Measurable Link course assignments to Develop SLOs measures specific SLOs across multiple courses Develop multiple measures within courses
Developing Outcomes-Based Assignments Gaining faculty buy-in Assignment coordination Assignment assessment Artifact collection Student permissions Artifact retention
Considerations in Platform Selection General Considerations Platforms Evaluated Faculty Learning Curve Maraha University Support Adobe Student Learning Curve PowerPoint Student Access (LiveText at Brandman Portability University)
Justice Program Assessment Portfolio
Justice Portfolio Content Program History and Mission Program Outcomes Outcome Measures Student Portfolio Graduate Survey Graduate Exit Exam Course Artifacts Assignments and Evaluation Rubrics Student course work Graduate Focus Groups
Paralegal Studies: Portfolios within Portfolios Program Assessment Eportfolio Student Outcomes Eportfolios as Artifacts of Program Eportfolio
UAA Legal Studies Program Assessment Portfolio
Justice project conference presentation
Justice project conference presentation
Justice project conference presentation
Student Outcomes Portfolios
Justice project conference presentation
Justice project conference presentation
Justice project conference presentation
Template or No Template? Considerations Faculty burden: easier to design or write clear instructions Student frustration vs. creativity Locked format vs. flexibility in format Instructional Goals: Paralegal soft skills
Faculty Reflections: Benefits Program/Faculty Student Benefits: Benefits Outcomes visible at outset Highlights gaps or Link coursework to personal/academic development redundancies in program Prepared to discuss strengths in Provides focal points for graduate or employment developing assignments interview Allows insights into Skills artifacts collected/readily displayed or submitted with student integration of applications instruction
Faculty Reflections: Challenges Student Contribution Faculty Contribution Accumulating artifacts Thinking about SLOs across courses and over when designing courses time Developing specific Identifying courses and measures of SLOs specific SLOs Making SLOs explicit to Demonstrating learning students
Eportfolio Resources Links from Dr. Helen Barrett: The Association for Alternative Assessment & Electronic Authentic, Experiential and Portfolios Evidence-Based http://electronicportfolios.org/portfolios/book marks.html Learning, http://www.aaeebl.org links to student career portfolios http://amby.com/kimeldorf/portfolio/ portfolio use for assessment http://www2.ed.gov/pubs/OR/ConsumerGuid es/admuses.html Truman state analysis of senior portfolios -- http://assessment.truman.edu/components/p ortfolio/CH14_2008.pdf [good!] Kansas state eportfolio resources http://www.joandominick.com/pocketeportfoli o/intro.html

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Justice project conference presentation

  • 1. Program Learning Outcomes Eportfolio Pilot Project Justice Center Ronald S. Everett Deborah K. Periman
  • 2. Project Goals Use Evidence-Based Practices to: Improve Justice Center Program Assessment Improve Coherence and Measurability of Program Outcomes Improve Program Coherence and Content: Engage Faculty in Linking Outcomes to Course Content and Student Assignments Make Program Outcomes More Visible to Students: Increase Student Engagement in Learning
  • 3. Research Supporting Eportfolios Accountability in university education increasingly rests not on what an institution offers students, but on convincing evidence that students are learning. Assessment goals and objectives should focus on what students will be able to demonstrate that they know, believe, and can do . . .. (N. Buzzetto-More, The E- Portfolio Paradigm: Informing, Educating, Assessing, and Managing with E- Portfolios, 208 (2010). Eportfolios provide immediate access to content/capacity to include audio/video demonstrations of student work/activities. Id. Eportfolios are especially effective when they are part of an ongoing assessment process from the time students enter a program until they complete their studies. Id. Implementing eportfolios in multiple courses in a program provides a highly visible indicator of whether the curriculum is complete/cohesive or whether there are gaps or redundancies that should be addressed.
  • 4. The Heart of the Eportfolio Developing Appropriate Integration of SLOs into Core Outcomes Curriculum Keyed to Program Faculty identify SLOs when Mission and Content developing course content Measurable Link course assignments to Develop SLOs measures specific SLOs across multiple courses Develop multiple measures within courses
  • 5. Developing Outcomes-Based Assignments Gaining faculty buy-in Assignment coordination Assignment assessment Artifact collection Student permissions Artifact retention
  • 6. Considerations in Platform Selection General Considerations Platforms Evaluated Faculty Learning Curve Maraha University Support Adobe Student Learning Curve PowerPoint Student Access (LiveText at Brandman Portability University)
  • 8. Justice Portfolio Content Program History and Mission Program Outcomes Outcome Measures Student Portfolio Graduate Survey Graduate Exit Exam Course Artifacts Assignments and Evaluation Rubrics Student course work Graduate Focus Groups
  • 9. Paralegal Studies: Portfolios within Portfolios Program Assessment Eportfolio Student Outcomes Eportfolios as Artifacts of Program Eportfolio
  • 10. UAA Legal Studies Program Assessment Portfolio
  • 18. Template or No Template? Considerations Faculty burden: easier to design or write clear instructions Student frustration vs. creativity Locked format vs. flexibility in format Instructional Goals: Paralegal soft skills
  • 19. Faculty Reflections: Benefits Program/Faculty Student Benefits: Benefits Outcomes visible at outset Highlights gaps or Link coursework to personal/academic development redundancies in program Prepared to discuss strengths in Provides focal points for graduate or employment developing assignments interview Allows insights into Skills artifacts collected/readily displayed or submitted with student integration of applications instruction
  • 20. Faculty Reflections: Challenges Student Contribution Faculty Contribution Accumulating artifacts Thinking about SLOs across courses and over when designing courses time Developing specific Identifying courses and measures of SLOs specific SLOs Making SLOs explicit to Demonstrating learning students
  • 21. Eportfolio Resources Links from Dr. Helen Barrett: The Association for Alternative Assessment & Electronic Authentic, Experiential and Portfolios Evidence-Based http://electronicportfolios.org/portfolios/book marks.html Learning, http://www.aaeebl.org links to student career portfolios http://amby.com/kimeldorf/portfolio/ portfolio use for assessment http://www2.ed.gov/pubs/OR/ConsumerGuid es/admuses.html Truman state analysis of senior portfolios -- http://assessment.truman.edu/components/p ortfolio/CH14_2008.pdf [good!] Kansas state eportfolio resources http://www.joandominick.com/pocketeportfoli o/intro.html