Notebooks, Portfolios, and Abilities: The Model of Successful Assessment

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Christensen, V., Gegelman, P., Grooters, L. & Olson, A. (2004). Notebooks, Portfolios, and Abilities: The Model of Successful Assessment. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 76-77). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11945.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Val Christensen, Patricia Gegelman, Larry Grooters, Alan Olson, Valley City State University, USA

Abstract

Measuring student learning remains a challenging task at every level. At Valley City State University, traditional measures and digital portfolios are the basis for institutional assessment of student achievement. The objectives for student learning tie into the University's student assessment model based on documentation of the eight University Abilities. Through the portfolio development, candidates reflect on how their education experiences and abilities relate to the working world. The focus of the portfolio has been on the demonstration of these abilities. A one-credit senior seminar portfolio class, offered in each department during the semester, helps students in the development of their portfolio. Students formally present their portfolios for faculty review shortly before graduation. Each faculty member gives students one of three marks; target, acceptable, or reject.

Keywords

• Assessment
• Portfolios
• Students
• Learning Objects

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