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P ortfolio Assessment of General Education: Lessons Learned

P ortfolio Assessment of General Education: Lessons Learned . Douglas Okey, Spoon River College 18 th Annual Illinois Community College Assessment Fair February 21, 2014. Spoon River College. West Central Illinois Campuses in Canton and Macomb Centers in Havana and Rushville

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P ortfolio Assessment of General Education: Lessons Learned

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  1. Portfolio Assessment of General Education: Lessons Learned Douglas Okey, Spoon River College 18th Annual Illinois Community College Assessment Fair February 21, 2014

  2. Spoon River College • West Central Illinois • Campuses in Canton and Macomb • Centers in Havana and Rushville • 4,000 credit students per academic year • 35 full-time faculty

  3. History • HLC Report, 2001 visit: Gen Ed Assessment (sampling of student work by course) did not comprehensively demonstrate that each individual student mastered each competency by graduation. • Solution: Individual Portfolio of artifacts to be submitted by each student as a requirement for graduation.

  4. Gen Ed Competencies/Outcomes:Solve Problems A. Solve problems within a discipline using steps which may include information collection and organization, data analysis and interpretation, and generation and evaluation of solutions. B. Integrate and synthesize information, knowledge, and experience in making informed decisions. C. Use technology to access and process information and solve problems. D. Apply mathematical principles, concepts, and skills including mathematical models and the use of arithmetic, algebraic, geometric, and statistical methods to solve problems.

  5. Gen Ed Competencies/Outcomes:Analyze Issues from Multiple Perspectives: A. Demonstrate an understanding of historical perspective and ways art, literature, and other disciplines represent and interpret the human experience. B. Analyze social, political, cultural, historical, economic, and scientific issues that both link and separate cultures and societies throughout the world. C. Demonstrate an understanding of issues of diversity. D. Demonstrate an understanding of opposing points of view and ethical issues.

  6. Gen Ed Competencies/Outcomes:Communicate Competently A. Demonstrate writing that is rhetorically appropriate, focused, clear, developed, organized, and technically correct. B. Demonstrate oral presentation skills including rhetorically appropriate content and effective delivery techniques. C. Demonstrate effective interpersonal communication skills including listening skills, team skills, collaboration, and respect for others, and consideration of opposing points of view.

  7. Process • Students choose artifacts from coursework to demonstrate each required competency. • Student writes a brief reflection for each artifact that shows how it demonstrates the competency. • Group of faculty and staff gather each May to assess portfolios.

  8. Assessing Portfolios • Each artifact is assessed: • 1 = Artifact does not demonstrate competency • 2 = Artifact demonstrates at least minimum competency • 3 = Artifact demonstrates mastery • Two readers for each portfolio: • Reader 1 assesses every artifact in portfolio • Reader 2 assesses every artifact in portfolio • Third reader ONLY for artifacts about which Readers 1 and 2 disagree (“2” and “3” scores agree)

  9. Results Looked Like…

  10. Later, They Looked Like…

  11. Summary of Findings (from one annual analysis) • “Students sometimes don’t clearly understand portfolio rules.” • “Some competency descriptions seem ambiguous or confusing to students and/or readers.” • “Reading portfolios gave participating readers good ideas and real insight into teaching/learning processes.”

  12. Summary of Recommendations (from one annual analysis) • “Clarify Portfolio Process and Improve Communication” • “Integrate Results”

  13. Other Problems • Credit course for portfolio development • Data problems • Burdensome to students • Not the right kinds of discussions • Unintended consequences for graduation rates

  14. Other Problems • It's not clear that tweaks to the portfolio process will substantively address any of the above concerns.

  15. Where We’re Going • Revising our description of General Education outcomes. • Speaking to full-time and part-time faculty about specific course activities that demonstrate desired outcomes, trying to build a matrix of courses and outcomes. • Discussing a process in which students submit assignments to fulfill a course requirement and having copies of those artifacts collected separately for assessing gen ed outcomes (using LMS).

  16. Anticipated Challenges • Will the new process fulfill a requirement that no individual student is missed? • Can both full- and part-time faculty be brought on board to participate? • Can qualitative data be easily fed back in such a way that meaningful change can happen in instruction and student learning? • Will we be able to solve difficulties allowing students to demonstrate certain outcomes (related to collaboration and interpersonal communication, for example)?

  17. Questions?

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