Abstract
When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. Final presentations, internships, theses, and dissertations all require the students to recall the entirety of their learning experience. These are more traditional ways to assess the student as well as the program as a whole. However, with advancement in technology, the use of electronic portfolios (e-Portfolios) has been advocated to highlight student accomplishments as well as to document program and course outcomes. The following project illustrates the use of e-portfolios and develops specific rubrics in order to measure both student learning and program assessment. The use of e-Portfolios as an assessment measure was developed and implemented into the Public Health Program. All graduating students, upon completing their internships, create an ePortfolio. These portfolios are used by faculty for both student and program assessment purposes. Data collected over the 7 semesters provides valuable insight into both students’ level of competencies and program outcomes for both Pubic Health core goals and objectives.
Highlights
When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned
Given that assessment is a critical component in the success of an academic program, the development of an initial assessment protocol for the PUBH program was completed during the 2008-2009 academic year
Summary: Both faculty and students’ assessment of the above objectives were comparable, with students tending to be slightly higher; average score for all three objectives are in the 80% range
Summary
When assessing an entire academic program, there are various possibilities; most require students to reflect holistically on knowledge learned. The following project illustrates the use of e-portfolios and develops specific rubrics in order to measure both student learning and program assessment. As stated by Moores and Parks (2010), e-Portfolios are being “considered important by those in education and employment, including policymakers.” This type of technology introduces new possibility for assessment of both student learning and program assessment. The purpose of this study is to develop specific rubrics to assess students’ e-Portfolios in order to measure both student learning and program objectives. Information commonly referred to as measures or evidence is the actual assessing of student learning (Walvoord, 2010) This is the empirical data that is collected by providing various types of assessments on student learning and the success of an academic program. In order to do so, past and individualized research is needed
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