ePortfolio Ideas: Assessment

Reposted from Anna’s blog, Bricological

Although our conversations about our ideal ePortfolio tool have been focused on the library piece, I’ve given the design of the assessment piece (piece #3) a first attempt at brainstorming.  I’ll point out a few of the key features in my imagined version and why I think they’d be helpful for a student sending in an “ePortfolio snapshot” to be scrutinized and evaluated by a faculty member, mentor(s), or program administrators.  This view, by the way, is the student view– I’ll think separately about the faculty view.

Integral to my imagined design is a focus on the assessment process through two features: a place for discussion to happen and the constant presence of the criteria for evaluation.

A dynamic snapshot of the student’s portfolio underlies the page.  On the right you see a discussion panel, tabbed by contributor.  Here, students could hold independent discussions with evaluators on the results of their evaluation for each of the rubrics or criteria.  So there would be two variables: which professor, and which criterion?  A student may be holding a discussion with one evaluator on one criterion and discussions with all evaluators on another criterion while yet another criterion has no active discussions at all.  All the while, the dynamic snapshots can be navigated, and links in discussion (perhaps aided by a drop-down of current pages) can refer back to the dynamic snapshot.

On the bottom the student would find a panel that listed the criteria on which her ePortfolio was being evaluated.  Clicking on one of these (“Lifelong Inquiry” in my screenshot) would bring up a thumbnail of the rubric that could be viewed in full through a sliding panel.  Having clicked on a criterion, the discussion panel for that criterion would be opened as well.

The student’s averaged (if there were multiple evaluators) rubric score for the selected criterion would be displayed in the bottom right, along with an ePortfolio overall average.  Still to figure out would be how a student could view his score by criterion, by evaluator— that is, if it were deemed desirable to be able to do so.  It could be that the evaluator average for each criterion would be sufficient and that individual evaluator scores were kept private.  The option for either should be there.

To think about further is how permissions to use discussions as evidence by either student or evaluator might be made on a discussion-by-discussion basis.  Perhaps a checkbox at the bottom of the discussion panel for each of the pair to independently check?