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Issues of Implementation Jerry Eshleman – Faculty Oral Roberts University – School of Education Chalk & Wire Conference Summer 2006. Topics. Faculty Buy-in Campus-wide transition Roll-out: Pitfalls and Solutions. Faculty Buy-in. Understanding and Defining the Task Whole vs. Parts.

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  1. Issues of ImplementationJerry Eshleman – FacultyOral Roberts University – School of EducationChalk & Wire Conference Summer 2006 e-Portfolio Workshop/Training Seminar

  2. Topics • Faculty Buy-in • Campus-wide transition • Roll-out: Pitfalls and Solutions e-Portfolio Workshop/Training Seminar

  3. Faculty Buy-in • Understanding and Defining the Task • Whole vs. Parts e-Portfolio Workshop/Training Seminar

  4. Developing the Assessment System Step One: e-Portfolio Workshop/Training Seminar

  5. Step Two: • Discuss with faculty the following: What do you want a/an _________ education major to look like and be able to do when they graduate? List the comments. • Focus on common threads/themes e-Portfolio Workshop/Training Seminar

  6. Step Three: • Compare comments with the University mission and Statement of Purpose to ensure you have included the Institutional distinctives. • Let these guidelines clarify and refine discussion—keeps it from getting too personal e-Portfolio Workshop/Training Seminar

  7. Step Four: • Locate all standards specific to the department/school/college that will help you answer the question. • Use state and national standards • Use state, national, certification, testing standards, etc. • Use University Standards • Use course syllabi e-Portfolio Workshop/Training Seminar

  8. Step Five: • Rewrite or create standards to combine national, state, and institutional standards. • Integration of Standards Example • If you have multiple majors or programs in your department, develop overall standards that address the specific major/program. • Helps search for artifacts that show what is common and unique e-Portfolio Workshop/Training Seminar

  9. Step Six: • Ask what artifacts (current projects, activities, etc.) best represent the necessary skills for a _____________ education major? • What artifacts are you most proud of? • Hint: faculty tend to take the most pride in these items • Describe & define the elements and context of these artifacts • Look for artifacts that answer several standards (but not too many) e-Portfolio Workshop/Training Seminar

  10. Clarify What an Assessment System is? • The process of collecting multiple data, from multiple resources, at multiple times. • This data is used to monitor student performance, for the purpose of instructional, program, and institutional improvement. • Clarify purpose of a portfolio: a “snapshot” of performance and ability e-Portfolio Workshop/Training Seminar

  11. Purpose of Assessments • Monitor student progress • Provide valuable feedback to students and teachers • Identify strengths and weaknesses • Clarify performance expectations • Motivate students • Communicate outcomes e-Portfolio Workshop/Training Seminar

  12. Purpose of Assessments • Program Improvement • Helps teachers with instructional decision-making • Identifies strategies for improved learning • Document results • Evaluate content and programs e-Portfolio Workshop/Training Seminar

  13. Get a Bigger Picture • Assess the academic progress of students in a variety of ways so that a clear and valid picture emerges of what they know and are able to do. Tests Self Review Peer Review Rubrics Portfolios Observations e-Portfolio Workshop/Training Seminar

  14. Artifacts - Evidence Student Work Samples Exhibits Projects Video Clips Community Activities Test Results Awards - Recognitions Laboratory Reports Essays Assessment Tools Rubrics Reflection Statements Tests Projects Faculty or Peer Reviews Observation Evaluation Forms Disposition Evals Understanding our Assessment Options e-Portfolio Workshop/Training Seminar

  15. Bloom’s Taxonomy* Bloom's Ranking of Thinking Skills *Adapted from University of Maryland University College, “Guiding Questions for Developing Assignments,” www.umuc.edu/ugp/ewp/questions.html e-Portfolio Workshop/Training Seminar

  16. Campus-wide Implementation • Do faculty understand assessment systems? • Be prepared to do a little education (Education 101) • Clearly understand the need for and process of data collection • Define/standardize terminology (rubric, artifact) • Assessment glossary • Develop a core group of individuals who are “in the know” (timelines, standardized steps)—DO NOT get too many people • Serves as a steering committee • Serves as “consultants” assigned to each dept e-Portfolio Workshop/Training Seminar

  17. Campus-wide Implementation • Establish liaisons within each department • Conduct one-on-one meetings with dept reps • Conduct one-on-one meetings with depts • Help faculty understand demographics are future agg/disagg search parameters e-Portfolio Workshop/Training Seminar

  18. Roll-Out: Pitfalls & Solutions • Patience • Strict adherence to timelines (timelines need to be reasonable) • Feeling that every class had to be represented by an artifact • Treating EP as a grade book • Too many artifacts meeting the same standard • 3 makes a pattern • 3 adequately covers any standard e-Portfolio Workshop/Training Seminar

  19. Roll-Out: Pitfalls & Solutions • Demographics did not/could not answer fundamental data analysis questions • Redundancy in demographic questions • Realize that EPs are a “selfish” requirement for your university • Have infrastructure in place for student training e-Portfolio Workshop/Training Seminar

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