Electronic portfolios have become increasingly popular. The value of a portfolio, though, depends on how, when, and why students create, submit, and have their portfolios evaluated. In this presentation, we describe how we redesigned a program's assessment/evaluation plan around the use of electronic portfolios focusing on the larger assessment/evaluation framework.

1. Implementing Electronic Portfolios by Beginning with Student Assessment Patrick R. LowenthalJohn W. WhiteKaren Cooley

2. The Problem Needed evidence of student learning Paper-based summative portfolio wasn’t working Too many outcomes to measure Accelerated adult program w/ students across the U.S. in online programs Lacking data to evaluate faculty and entire programs

3. We Started Over Rather than trying to remake & remodel our paper-based portfolio into an electronic version, we decided to start overby asking… What should our graduates know and be able to do?

4. Developed 9 Proficiencies Critical Thinking Learning Theory Professionalism Assessment Instruction Technology Values Communication Discipline Knowledge (e.g., Elementary, Reading, CIA…)

5. Gate System

6. Gate System

7. Gate System Gate 1 Course 1 Course 2 Course 6 Gatekeeper evaluates artifacts 1, 2, 3, 4, … using a rubric Art. 1 Art. 2 Art. 3 Art. 4 Art. 8 Art. 9 Student adds artifacts to e-portfolio after assessed at course level Student electronically submits portfolio when ready Student continues w/ program adding artifacts Portfolio Portfolio If the student doesn’t pass the evaluation, student can address areas of weakness and be re-evaluated (and receive remediation when needed)

8. Contact Us Patrick R. Lowenthal | patrick.lowenthal@ucdenver.edu John W. White | j.white@unf.edu Karen Cooley | kcooley@regis.edu Slides available | http://www.slideshare.net/plowenthal Paper | www.patricklowenthal.com/publications/educause/