Sue Maberry's Library tagged e-portfolios → View Popular

create a free media-rich online resume, which means lots of bells and whistles and much more information than you could ever fit on a single piece of paper...

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e-portfolios web2.0 webtools

19 Mar 09

scobey / 19 / 03 / 2009 / Views / Home - Inside Higher Ed

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e-portfolios assessment

16 Mar 09

Can We Promote Experimentation and Innovation in Learning as well as Accountability? Interview with Terrel Rhodes | Academic Commons

rubrics and e-portfolios does not have to create more work--it requires working differently, shifting my time and focus a bit

good example rubrics for Integrative Learning, Critical Thinking, Creative Thinking

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e-portfolios rubrics

n contrast, the VALUE project responds to the need for multiple measures of multiple abilities and skills, many of which are not particularly well suited to snapshot standardized tests.
Drawing directly from curriculum-embedded and co-curricular work, e-portfolios can represent multiple learning styles, modes of accomplishment, and the quality of work achieved by students.
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- e believe that e-portfolios, potentially, can foster and provide evidence of high levels of student learning, across a vast range of experiences, and across programs and institution-wide outcomes.
- periodic reflections on learning by students are critical components of an education.
- metarubrics
- Creative Thinking Metarubric
- Critical Thinking Metarubric
- ntegrative Learning Metarubric
- We hope that the VALUE project will be able to demonstrate several things: that faculty across the country share fundamental expectations about student learning on all of the Essential Learning Outcomes deemed critical for student success in the 21st century; that rubrics can articulate these shared expectations; that the shared rubrics can be used and modified locally to reflect campus culture within this national conversation; and that the actual work of students should be the basis for assessing student learning and can more appropriately represent an institution’s learning results.
- e have an environment in which we need to be able to encompass a wider variety of modes for students to demonstrate their learning processes and achievements. By definition this forces us to encompass audio and video, Web 2.0, hard copy and virtual learning.
- that different knowledge sets and ways of knowing result in learning outcomes being demonstrated in different ways. But in the deconstruction of the demonstrated learning, we tend to find similarity in the core components or criteria of learning, e.g. for critical thinking.
- student learning is something that the entire campus community is engaged with; each person on the campus participates in the learning, but no one is responsible for all of the learning.
- rubrics and e-portfolios does not have to create more work--it requires working differently, shifting my time and focus a bit--but it is richer and more rewarding than what I used to struggle with in trying to communicate my expectations for learning and how students could more readily succeed in meeting those expectations. There is a transparency and communication ability that enriches the conversations both with students and with colleagues.