E-portfolios: Alternative Assessment for Allied Health Students Charles R. Drew University of Medicine and Science Dorothy Hendrix, M.Ed. Jaclyn Conner,

E-portfolios: Alternative Assessment for Allied

Health Students

Charles R. Drew University of Medicine and Science

Dorothy Hendrix, M.Ed.

Jaclyn Conner, M.S.


Introduction

College of Allied Health

• Programs– Bachelor of Science– Associate of Science– Certificate


Demographics

• Faculty Total: 53– Full time: 27– Part-time: 26– Male: 41.5%– Female: 58.5%

• Student Total: 253– Male: 48%– Female: 52%


Why we chose to use e-portfolios?

• To help initiate more support for integration of materials across the curriculum

• To assess higher-order skills or outcomes not easily measured by exams such as community service learning projects

• To help students reflect on their personal accomplishments


Challenges• Faculty buy-in to curriculum change that can affect their

program courses

• Recruiting faculty to teach introductory course (PHE 250 Community Health Issues: Introduction Community

Service Learning)

• Faculty typically are not compensated for the extra work they perform to support instruction with technological innovations (e.g. Using faculty assessors)

• Ability to measure individual students' levels of preparedness in use of technology

• Student willingness to prepare a document such as an e-portfolio (Transfer students)

Process

CERTIFICATE (1 year) ASSOCIATES (2 years)

BACHELOR OF SCIENCE (3 - 4 years)

CommunicationEthical Issues

Critical ThinkingGlobal/Cultural Diversity

Service LearningTechnical Skills

Service Learning: 25 hours



Sophomore Seminar (PHE 255)

Senior Capstone (PHE 450)

Educational Effectiveness

College of Allied HealthSystematic Model for Educational Effectiveness

University Mission

Community Health Issues (PHE 250): e-portfolio and service learning introduced

GE Course Goals:

e-Portfolio project


Capability Proficient - 4 Sufficient – 3 Developing – 2 Deficient – 1 Capability ScoreWell-written Clearly written with few

distracting errorsWriting generally clear Writing needs improvement

Gives a clear, detailed, reflective and thoughtful picture of learning experience

gives a clear, reflective picture of learning with some detail

Gives a somewhat reflective picture of learning with some detail

Gives an unclear, reflection with little detail

Evidence of considerable thought in reflection

Shows some evidence of thought in reflection

Shows little evidence of thought in reflection

No eveidence of reflection

Artifact presents or identifies main idea and supports it comprehensively.

Artifact presents or identifies main idea and supports it with some detail.

Artifact does not clearly present or identify main idea. Support is minimal.

Artifact fails to present or identify the main idea and does not offer support.

Expresses ideas using the conventions of language most appropriate to the task, academic area, and/or profession. Few, if any errors evident relative to length and complexity

Expresses ideas using the conventions of language appropriate to the task, academic area, and/or profession. Some errors are present.

Expresses ideas with some inappropriate language conventions used. Multiple errors and/or patterns of errors are evident.

While expressing ideas, language conventions are inappropriate or demonstrate a lack of understanding. Errors are frequent and severe…

Demonstrates awareness of the impact of the contributions and influences of diverse cultures.

Demonstrates awareness of the source of the contributions and influences of diverse cultures.

Demonstrates awareness of diverse cultures.

Does not demonstrate awareness of diverse cultures.

Evaluates how diverse cultures impact a discipline or profession.

Demonstrates understanding of how diverse cultures impact a discipline or profession.

Demonstrates awareness of how diverse cultures impact a discipline or profession.

Does not demonstrate awareness of how diverse cultures impact a discipline or profession.

Draws conclusions based on understanding of the internal aspects of culture.

Demonstrates understanding of the internal aspects of culture.

Demonstrates little understanding of the internal aspects of culture.

Does not demonstrate understanding of the internal aspects of the culture.

Consistently demonstrates open-mindedness in recognizing different perspectives.

Generally demonstrates open-mindedness in recognizing different perspectives.

Sometimes demonstrates open-mindedness in recognizing different perspectives.

Does not demonstrate open-mindedness in recognizing different perspectives.

Consistently uses information that is relevant.

Generally uses information that is relevant.

Uses information that is only sometimes relevant.

Uses information that is irrelevant.

Draws conclusions that are consistently defensible.

Draws conclusions that are generally defensible.

Draws conclusions that are only somewhat or sometimes defensible.

Draws no conclusions or draws conclusions that do not resolve the issue or problems.

Service Learning Illustrates active engagement of lifelong learning experience and communnity engagement.

Illustrates sufficient engagment of lifelong learning experience and community engagement.

Illustrates beginning stages in the engagement of lifelong learning experiences and community engagement.

Does not illustrate evidence of lifelong learning expereinces and community engagment.

Ethical Issues Demonstrates quality understanding of the concepts of ethical issue goal.

Demonstrates sufficient understanding of ethical issues.

Limited understanding of ethical issues.

Minimal understanding of ethical issues.

Educational value of presentations is apparent

Educational value of presentations is somewhat apparent

Educational value of presentation is not easily apparent

Presenations have little or no educational value

Presenations use a wide variety of software capabilities

Presenatations use a limited range of software capabilities

Presentations use a very limited range of software capabilities

Software capabilities have not been explored

Scoring Ranges 60 - 46 Proficient 45 - 31 Sufficient 30 - 16 Developing 15- 0 Deficient

Rubric for e-Portfolios

Technical Skills

Reflective Essay

Communication

Global/Cultural Diversity

Critical Thinking


Distribution of Goals by Course and Category

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 37 38

ANT ART BIO BIO BIO BIO CHM COM COM COM COM COM CPU CPU ENG ENG HIS HUM HUM HUM HUM HUM MTH MTH MIC PHY POL PSY PSY PHE PHE PHE PHE PHE PHE SOC SOC

GOALS 142 131 025 120 124 320 122 111 113 210 233/ 234 315 125 126 111 314 141 231 232 233 330 335 125 126 223 126 141 141 351 143 255 344 350 352 450 141 240

1

COMMUNICATION: Communicate effectively in w ritten, oral, and symbolic form w ith an appreciation of aesthetic and logical considerations in conveying ideas.

X X X X X X X X X X X X X X X X X X X X X X X X

2

CRITICAL THINKING: Think critically and analytically to integrate and synthesize knowledge, and draw conclusions from compleXinformation.

X X X X X X X X X X X X X X X X X X X X X X X X X X X X X

3

TECHNICAL SKILLS:Develop mathematical and quantitative skills necessary for calculation, analysis, problem-solving and the ability to develop computer literacy.

X X X X X X X

4

GLOBAL/CULTURAL DIVERSITY: Develop a global perspective of the contributions from different groups of people to w orld development, both contemporary and historically and appreciate cultural diversity.

X X X X X X X X X X X X X X X X X

5

ETHICAL ISSUES:EXlore ethical and legal issues in order to make sound professional and ethical value judgments.

X X X X X X X X X X X X X X X X

6

SERVICE LEARNING:Develop know ledge of the factors and habits through service learning that are essential for continual mental and physical health and w ell-being, and be able to evaluate the information.

X X


Current Outcomes

• E-portfolio tool implemented in Fall semester 2004

• All current students have completed PHE 250 Community Health Issues: Introduction to Service Learning course

• Sample e-portfolios

Template | Sample | Sample 2


Next Steps

• Assemble Faculty Assessor groups to review e-portfolios

• Collect rubric data and assemble by program

• Evaluate collected information to determine if educational goals are being met

• Analyze the need for changes in this form of assessment tool

• Identify how e-portfolios will be viewed -Public versus private


Contact Information

• Dorothy Hendrix, Associate [email protected]

• Jaclyn Conner, Web/Courseware [email protected]

Documents

E-portfolios: Alternative Assessment for Allied Health Students Charles R. Drew University of Medicine and Science Dorothy Hendrix, M.Ed. Jaclyn Conner,