ERIC Number: EJ790772
Record Type: Journal
Publication Date: 2005
Reference Count: N/A
Assessment of the First-Year Experience at the University of Charleston: Using Portfolio Completion Rates as an Indicator
Belcher, Alan R.
Assessment Update, v17 n2 p1-2, 10 Mar-Apr 2005
In 1998, the University of Charleston implemented an academic transformation, moving to an outcomes-based learning environment in which the university awards academic credit based on competences mastered rather than courses completed. That fall, for the first time, students no longer took introductory courses in composition, speech, and computing. Rather, they used assignments from their first-year learning communities to assemble portfolios as evidence of their writing, speaking, and computing skills. However, some semesters later, few students were completing portfolios and therefore were at risk of not making sufficient progress toward graduation. This article describes the evaluation process undertaken by the University of Charleston to determine the success rate of its outcomes-based learning program. It also describes the steps made to improve the success rate of the program.
Descriptors: Portfolios (Background Materials), Introductory Courses, Writing (Composition), Evaluation Methods, Educational Change, Higher Education, Knowledge Level, Outcomes of Education, Computer Literacy, Writing Skills, Graduation Requirements
Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: email@example.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia