Concurrent E-Portfolio Sessions for Southest AAEEBL Conference

1:00 – 2:00 Concurrent Sessions

1. Faculty Assessment of ePortfolios
(1941 Studio for Student Communication)
Teddi Fishman and Barbara Ramirez

Chocolate, Conversations, and Challenges: Not Your Grandmother’s Assessment

This session addresses the summative assessment of the Clemson University ePortfolio Program by faculty from various disciplines. For one week in each of the past three summers, faculty from various disciples have reviewed a random sample of artifacts, scoring each on a scale of 1 to 4, with one indicating that the artifact does not meet the competency and 4 indicating it surpasses expectations.These findings were then reported to faculty, the administration and the University Office of Assessment. This opportunity to “read” student ePortfolios has led to increased buy-in of the program by the participants as well as enabling them to gain a better understanding about our/their student learning throughout the undergraduate curriculum. In addition, this feedback has contributed to programmatic changes throughout the university. The presenters, who have participated in all three of these summative assessments, will share their experiences and insights concerning this process.

2. Web 2.0 and ePortfolio Solutions
John Stamey -

3. University Wide Use of ePortfolios for Learning and Assessment
Gail Ring – Clemson University

In this session Gail Ring, the Director of the ePortfolio Program at Clemson will take you on a virtual tour of Clemson’s ePortfolio Program. Currently in its fifth year, more than 12,000 students create and maintain ePortfolios containing evidence spanning the four years of their college careers. She will discuss the challenges of implementing such an initiative focusing on the perceived tensions between the use of ePortfolios for learning and assessment. In addition, Gail will discuss the impact this Program has had on pedagogy and assessment. Strategies related to increasing faculty and student buy-in will also be provided.

4. Virginia Tech Employment ePortfolios
Marc Zaldiver, Ashley– Virginia Tech

2:00 – 3:00 Concurrent Sessions

1. Student Motivation and ePortfolios: How does peer feedback improve the ePortfolio Process?
Debi Switzer and Students

There are multiple forms of assessment that take place in the ePortfolio environment: self-assessment, peer feedback (formative assessment) and faculty assessment (summative assessment). This session addresses the peer feedback aspect of the Clemson University ePortfolio Program.As students add artifacts to their ePortfolios, they are reviewed and scored by trained peer reviewers using a faculty-developed rubric. Each artifact is scored on a Likert- scale of 1 to 4, with one indicating that the artifact did not meet the competency and 4 indicating it surpassed expectations. As long as students work on their ePortfolios they can expect to see this peer generated, formative feedback.The opportunity that students have to engage in the ePortfolio review process enables them to gain a better understanding about the ePortfolio Program and its requirements. Does knowing that every artifact is being viewed and rated by a peer increases motivation to upload quality work? Presenters will share their experiences as peer reviewers.

2. Where to begin with ePortfolio?
Debi Lord, Piedmont Community College

In this session, Debbie Lord, Instructional Consultant for ePortfolio, will discuss the ePortfolio initiative at Central Piedmont Community College and why ePortfolio is important to the school’s focus on documenting student proficiency in the core competencies. One of the major areas of focus in the Learning College initiative at CPCC is the CORE4, four competencies expected of every graduate of the College, regardless of their program of study. The competencies were based on input from faculty and staff, the work of the 21st Century Learning Outcomes Project, best practices from the Vanguard schools at the League for Innovation, CPCC general education goal, local employers and current research about the learning college movement and learning outcomes.

Debbie will share the steps CPCC has taken leading up to a pilot set to begin Spring, 2010. Included in this discussion will be the key criteria CPCC used to select the right platform, the on-campus demonstration process and the strategic planning involved for the pilot. CPCC is using a three-fold approach to implementing ePortfolio. The approach is focused on 1.) individual classes whose students have a need to collect evidence of learning, 2.) student clubs, and 3.) individual faculty accounts.

3. Ed Psych. ePortfolios
Flora Riley, Ben Stephens, Fred Switzer and Peg Tyler

4. ePortfolio Research Opportunities, Fipse – NCEPR
Trent Batson, Gail Ring, Marc Zaldiver