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ERIC Number: EJ1107859
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 25
Using an ePortfolio to Assess the Outcomes of a First-Year Seminar: Student Narrative and Authentic Assessment
Buyarski, Catherine A.; Landis, Cynthia M.
International Journal of ePortfolio, v4 n1 p49-60 2014
ePortfolios have been looked to as a tool for the direct assessment of student learning. Because the evidence used for assessment is actual student work, ePortfolios provide a view of learning that is not available through traditional methodologies such as student surveys and exams. This research examined 47 student ePortfolios completed as part of a first-year seminar course. Learning outcomes were assessed using both a rubric and identification of authentic evidence in the form of words and phrases to support rubric scores. Findings indicated that the ePortfolio is a rich source of evidence from which to assess learning and the authentic evidence was closely aligned with rubric scores. Rubric scores indicated the level of learning that occurred while student narrative provided insight into the level of student thinking and depth of thought around particular topics including understanding of self and exploration of majors and careers. When coupled together, an analytic rubric and examination of student narrative as authentic evidence provided a robust methodology for assessing student learning.
Descriptors: First Year Seminars, Evaluation Methods, Portfolio Assessment, Electronic Publishing, Portfolios (Background Materials), Narration, Performance Based Assessment, Scoring Rubrics, Academic Achievement, Metacognition, Majors (Students), Career Exploration, Goal Orientation, Self Management, Self Evaluation (Individuals), Action Research, Qualitative Research, College Freshmen
Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: firstname.lastname@example.org; Web site: http://www.theijep.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A