Universities as Responsive Learning Organizations Through Competency-Based Assessment with Electronic Portfolios
- ISSN: 15272060
- DOI: 10.1353/jge.0.0007
Abstract
The article focuses on the advantages on the use of electronic portfolios in reflective assessment to enhance competency in higher education. It states that electronic portfolios are utilized by colleges and universities to assure progress toward general education outcomes. It also mentions that advocates of such approach have seen their potential to offer multidimensional assessment data while remaining in the diversity of learning activities and their products with the faculty and students' participation in the classroom. Furthermore, New Century College (NCC) at George Mason University suggests that such approach would be profitable if it is used with a shared conceptual framework for classifying general education for a different organization objective.
Universities as Responsive Learning Organizations Through Competency-Based Assessment with Electronic Portfolios
Assessment with Electronic Portfolios
Darren Cambridge
The Journal of General Education, Volume 57, Number 1, 2008,
pp. 51-64 (Article)
Published by Penn State University Press
DOI: 10.1353/jge.0.0007
For additional information about this article
Access Provided by University of Exeter at 06/13/11 3:43PM GMT
http://muse.jhu.edu/journals/jge/summary/v057/57.1.cambridge.html
Darren Cambridge
Universities as Responsive
Learning Organizations Through
Competency-Based Assessment
with Electronic Portfolios
Electronic Portfolios, Standards, and Competencies
in General Education
Electronic portfolios are increasingly being used by colleges and universities to
track progress toward general education outcomes. Advocates of this approach see
portfolios as both more fl exible than standardized testing and more easily compa-
rable across a program or institution than the results of authentic assessments at
the course level, such as papers, projects, and exams. Portfolios have the potential
to provide multidimensional assessment data while remaining fi rmly grounded
in the diversity of learning activities and their products with which faculty and
students engage in the classroom. Pursuing such assessment with psychometric
rigor presents considerable challenges (Wilkerson & Lang, ). However, there
are several successful examples of systematic portfolio assessment with portfolios,
both print and electronic, such as work with writing across the curriculum port-
folios at Washington State University, the Learning Record system, and Alverno
College’s Digital Diagnostic Portfolio (Hallam, ; Haswell, ). Many other
institutions are building on these pioneering models. Within the membership of
the Inter/National Coalition for Electronic Portfolio Research, for example, in
jge: the journal of general education, Vol. , No. ,
Copyright © Th e Pennsylvania State University, University Park, PA.
JGE 57-1_4.indd 51 7/28/08 12:39:22 PM
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