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Session 2330

Asynchronous Assessment: Using Electronic Portfolios to Assess Student Outcomes

Gloria M. Rogers, Julia M. Williams Rose-Hulman Institute of Technology

Abstract

In Criteria 3 of ABET 2000, portfolios are identified as one method of documenting and assessing student outcomes. Portfolios offer several advantages in outcomes assessment( multiple samples of work over time, a view of learning and development, etc.), but their disadvantages (problems with storage and administration, security concerns, etc.) must be balanced against those benefits. In implementing the RoseE-Portfolio at Rose-Hulman Institute of Technology, the faculty, administration, and students have confronted these issues; the result is a web-based portfolio system that focuses on a student’s “best work” and requires a “reflective statement” in which a student demonstrates the relevance of the work to the learning outcomes objectives. This article outlines the stages of the RosE- Portfolio development from the initial concept to its testing through a Pilot Project and the current status of the plan. In offering the results of the project thus far, the authors offer suggestions on how other institutions may gauge the appropriateness of a portfolio system to their own student learning outcome goals.

Introduction

The current interest in the use of portfolios to document student outcomes in engineering education has been driven by the adoption of revised engineering accreditation criteria, Engineering Criteria 2000 (EC2000).1 In Criteria 3, portfolios are mentioned as one way to document and assess student outcomes. In a white paper issued in 1996 by the Joint Task Force on Engineering Education Assessment, portfolios were referred to as being correlated with nine of the eleven desired attributes of engineering graduates identified in EC2000.2

A portfolio has been described as a "purposeful collection of student work that exhibits the student's efforts, progress, and achievements. The collection must include student participation in selecting contents, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection."3 While there is agreement on the definition of a portfolio, there is no one correct way to design a portfolio process. The design should be driven by a clear understanding of the desired outcome from using portfolios and the specific skills to be assessed. The desired outcome will determine the design and focus of the portfolio process. Portfolios are not an end in themselves and must be developed with a clear vision of the desired outcome.4

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Rogers, G., & Williams, J. (1999, June), Asynchronous Assessment: Using Electronic Portfolios To Assess Student Outcomes Paper presented at 1999 Annual Conference, Charlotte, North Carolina. 10.18260/1-2--7796