11/19/09

Reec*veDelibera*onabout
Integra*veEvidence:
DeningandDocumen*ngStudent
LearningwithEporBolios
DarrenCambridge
GeorgeMasonUniversity
CornellUniversity,10Nov2009

Overview
WhatisaneporBolio?Whatisitgoodfor?
Whatneedstohappenforthosegoodthings
tohappen?

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EporBolioisagenre
notatechnology
Agenrehasassociatedsocialprac*ces
andformsofmeaning

History
1980s:FromAssessmenttoLearning
1990s:Digital
2000s:Interac*ve

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EuropeanLanguagePorBolio
FundedbytheEuropeanUnion
Avarietyofframeworksfordierentna*onalcontexts
andlanguages
Threecomponents
PassportEuropass
Dossier
Biography

Passport
Selfassessmentofmul*pledimensionsoflanguageabilityaccordingto
commonstandards

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ELPBiography

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KeyelementsofaneporBolio
Evidenceoflearning
Authen*c
Diverse
Reec2ononevidenceandiden*ty
Interpretschangeover*me
Examinesperformanceacrosscontexts
Ar*culatescommitmentsandfutureaspira*ons
Interpreta*onusingacommonconceptualframework
Connectsevidenceandreec*onstosharedstandards
Facilitatesconversa*on

PorBolioProcesses

Collec*on
Reec*on
Selec*on
Projec*on
Connec*on

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ResearchonImpact
Learning

Reec*veandmetacogni*veabili*es(Rickards,2008,2009;Peet,2005;
Syverson,2000;Cambridge,et.al.,2008)
Studentengagement(Eynon,2009;Kirkpatrick,2009)
Reten*on(Eynon,2009;Easterling,2009)
Learningskills,selfecacy,andselfregula*on(Kirpatrick,2009;Atwell,2007;
HartnellYoung,2007;
Professional,role,anddisciplinaryiden*ty(Cambridge,2008;Hughes,2006,
2009;Stevens,2009;Young,2009;Peet,2005)

Assessment

Generalskills,suchaswri*ng(HampLyons,2000;Fournier,2007;Loernzo,
2005;Acker,2008,Yancey,1998,2004;Hallam,2000)
Learningcompetencies,suchasselfregula*onandselfassessment(Rickards,
2008;Meeus,2006;Ross,2006)
Ineableoutcomes,suchasethicalreasoningandsocialchangeagency
(Chickering,2005;Peet,2005)

FactorsInuencingImpact
Audience
Ins*tu*onalandpersonal
Meaningfulfeedback,rewards,
andtheopportunityfordialog

Integra*on
Acrossdisciplinesand
experiences,curricularandco
curricular
Betweenacademicandother
spheresoflife
Studentaswholehumanbeing

Networkedandsymphonic
Ongoingreec*veprac*ce
Synthesisatkeypointsof
transi*on

Evidenceanddesign
Reec*onsgroundedin
authen*canddiverseevidence
Designasreec*on

Ins*tu*onalsupport
Integra*onintocurriculum,
par*cularlyguidancefor
documenta*onandreec*on
Peermentoring

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RoleofTechnology
Enablingmul*mediaandhypertextual
reec*on
Easingmanagementandarchiving
Oeringrapidfeedbackandfacilita*ng
collabora*velearning
Scaoldingthelearningprocess
Interac*ngwithnewaudiences

Implementa*onThresholdConcepts
Purposesmustbealignedtocontext
Learningac*vi*esmustbeconsciouslydesigned
andsupported
Processesforcrea*onandusemustbe
understoodandsupported
StudentsmusthaveownershipofeporBolio
processesandoutcomes
EporBoliosaredisrup*ve,pedagogically,
technologically,andins*tu*onally
Jones,Gray,andHartnellYoung(2010)

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PURPOSE

GeorgiaWri*ngPorBolio
Assessmentofrstyearcomposi*onoutcomes
Threeessays,onerevised,andcoverleker
Collectedandanalyzedthrough<emma>

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GeorgeMasonGradua*onPorBolio
Gradua*onrequirement
inNewCenturyCollege
Organizedaroundnine
competencies
Severalreec*veessays
linkedtostudentchosen
ar*facts
Designedusinggeneric
tools

SetonHallFirstYear
FirstyearporBoliofocusedon
fournoncogni*vefactorsrelated
toreten*on
Researchdemonstratesallfour
factorspredictpersistenceand
success(GPA)beyondotherwise
availabledata
Socialintegra*onandqualityof
eortmostsignicantnew
curricularemphasis

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Clearlearningoutcomes
Opportuni*esfor
studentstoachieve
them
Assessmentofthat
achievement
Useoftheresultsfor
improvement

Useful
Costeec*ve
Reasonablyaccurateandtruthful
Mul*ple
Direct

Planned,organized,systema*zedandsustained
Kindsofdirectevidence

PorBoliosofstudentwork
Studentreec*onsontheirvalues,aotudes,andbeliefs,if
developingthoseareintendedoutcomesofthecourseor
program

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Whatisreec*on?
Theactofsteppingoutsideofac*ngandbelievingto
examineoutwhatitmeans
Acycleofplanning,ac*ng,andinterpre*ng
Afad?

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11/19/09

TheoriesofReec*on
JohnDeweyCri*calThinking
Tacitknowledge
Rigorousanaly*calthinking

DonaldSchnReec*vePrac**oner
Keytoeec*veprofessionalprac*ceandhumanthought
Reec*oninac*on,Reec*ononac*on

DavidKolbStagesofReec*on
descrip*on,analysis,judgment,planning
DavidBoudLinkingcogni*veandaec*ve
Examiningfeelings

PabloFriere,StephenBrookeld,et.alCri*calReec*on
Ques*oningassump*ons
Understandingandchallengingdomina*on

Reec*onasanEndofItsOwn
Dewey:Rigorousanaly*calthinking
Schnet.al.:Keytoprofessionalprac*ceand
humanthought
Friereet.al.:Understandingandchallenging
domina*on
Boud:Unitedcogni*veandaec*ve

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LEARNINGACTIVITYDESIGN

HumanBiologyatIndiana
Interdisciplinaryintegra*onthroughreec*vewri*ngover
fouryears
Assessingteamworkinphysiologythroughreec*onand
trackingstrategies

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DesignEngineeringatStanford
Foliothinking:
learningprinciplesand
processesassociated
withporBolios
Designengineering
Reec*veIdealogs
composedthroughout
thesemester
Wikisandblogs

Linking/ThinkingatClemson
Psychology
undergraduate
researchprogram
Complexityof
arrangementmirrors
sophis*ca*onof
disciplinaryand
professionaliden*ty

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KathleenYanceysDimensionsof
Reec*on
Reflection-in-action

Constructive reflection

Reflection as conversation

Reflection-in-presentation

with artifacts,
with self,
with others

articulating the relationships

between and among creation,
creator, and context of creation

reviewing,
projecting,
revising

developing a cumulative,
multi-selved,
multi-vocal identity

( Yancey, Reflection in the Writing Classroom)

SharonHamiltonsMatrixThinking
Secondorderreec*onthroughreframingor
recontextualiza*on
(Re)examiningexperienceandar*factsin
rela*onshiptoanintegra*veconceptual
framework
OuenaccomplishedthroughporBolios

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Career
Choice

Lifelong
Learning

Who I Am in
Todays
Global
Society

Most
Important
English Goal
Most
Important
Principle
Why I Became
an English
Major

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KapiolaniHawiianValues

17

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StanfordLearningCareers

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Reec*onAssignmentIdeas

Performance+reec*on
Cri*calincidentreec*on
Genera*veinterviewing
Cumula*veselfobserva*onandsynthesis
Journalsandblogs
Audioandvideo

Conceptmapping

PROCESSES

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NCCCompetencies
Communica*on
Cri*calThinking
StrategicProblem
Solving
Valuing
GroupInterac*on

Global
Understanding
Eec*veCi*zenship
Aesthe*cAwareness
Informa*on
Technology

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Rubrics

LiberalEduca*onfor
AmericasPromise(LEAP)
KnowledgeofHumanCultures
andthePhysicalandNatural
World
Throughstudyinthesciences
andmathema*cs,social
sciences,humani*es,histories,
languages,andthearts

IntellectualandPrac*calSkills

Inquiryandanalysis
Cri*calandcrea*vethinking
Wrikenandoral
communica*on
Quan*ta*veliteracy
Informa*onliteracy
Teamworkandproblemsolving

PersonalandSocial
Responsibility

Civicknowledgeand
engagementlocalandglobal
Interculturalknowledgeand
competence
Ethicalreasoningandac*on
Founda*onsandskillsfor
lifelonglearning

Integra*veLearning

Synthesisandadvanced
accomplishmentacross
generalandspecializedstudies

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VALUEInterculturalRubric

22

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Threecurricula

KathleenYancey,TeachingLiteratureasReec1vePrac1ce

Delibera*veAssessment
Studentareprivilegedinformantsabouttheir
ownlearning
Evidenceoflearningneedstocomefrom
mul*plecontexts,andtherela*onships
betweenthemneedtobear*culated
Assessmentshouldbeadelibera*veprocess
thatmakesprogramsmoreresponsivetoall
stakeholders

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IneableEssen*allyContested
Ineableoutcomes:Thingsweallthinkare
importantbutdontthinkwecanmeasure
E.g.,ethics,leadership,socialresponsibility

Essen*allycontestedconcept(Gallie,1956)
Moreop*maldevelopmentbecauseof
contesta*on

EporBoliosforContestedOutcomes
Measurablelearningoutcome:Abilityto
ar*culateareasonedstancebasedon
evidence
Makesmul*pleunderstandingsofoutcomes
visible
Requiresreasoningtobear*culated
Groundsunderstandinginevidenceand
experience
Putsmul*pleposi*onsintoconversa*on

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25

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ScaoldingSelfRegulated
Learning
Phases
Forethought
GoalSeong
Selfecacy

Performance
Selfrecording

Selfreec*on
Selfjudgment
Selfreac*on

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Learning Record Online

Five dimensions of learning and course goals
Observations and samples of work throughout semester
Interpretation and grade recommendations at middle and
end
Midterm moderations

OWNERSHIP

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VirginiaTech

LaGuardiaePorBolio
Recentimmigrantsand
rstgenera*oncollege
students
Bridginghomeand
disciplinaryculture
Impactonreten*on,
studentengagement,
grades
PorBoliostudios
Visualdesignanditera*on

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Usedby80,000residents
Mostac*veusersdemographicallyrepresenta*ve
Useacrossrolessuggestsintrinsicmo*va*onandlifelong
learning
Integra*onofdierentliferolesinsinglerepresenta*on
withusercontrolovercontentsandvisualdesignkey
successfactor

DISRUPTIVE

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FolioThinkingatWolverhampton
JulieHughesstudentsinclassroomplacementsat
Wolverhampton
Communityofprac*cethroughblogging
Everydaytheorizing

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Leadership,lifelong,
andintegra*ve
learning
Metacogni*veskills
Genera*ve
interviewing
Philosophy
statements
Metareec*on

Implementa*onThresholdConcepts
Purposesmustbealignedtocontext
Learningac2vi2esmustbeconsciouslydesigned
andsupported
Processesforcrea2onandusemustbe
understoodandsupported
StudentsmusthaveownershipofeporBolio
processesandoutcomes
EporBoliosaredisrup*ve,pedagogically,
technologically,andins*tu*onally
Jones,Gray,andHartnellYoung(2010)

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ElectronicPor7olios2.0:Emergent
FindingsandSharedQues1ons
Collec*onof24
chaptersdetailing
researchfromcohorts
I,II,andIIIofthe
Coali*on
AvailablefromStylus
(2009)

Stay in touch
dcambrid@gmu.edu
+1-202-270-5224
http://ncepr.org/darren

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