What did they try?

The Education Department at the College of Notre Dame of Maryland has developed an electronic portfolio tool and process for students to demonstrate their competencies in professional standards. Using Chalk and Wire, a product of the research and development arm of the Canadian government, they have developed a portfolio system built around transition points in their educational programs. For example, the initial certification program has five transition points: Program Entry, Pre-Internship, Internship, Post-Internship, and Program Completion. The Administration and Supervision program has four transition points. Students must submit artifacts at each of the transition points. Each program portfolio has a standardized table of contents and a descriptive handbook with information on each artifact requirement and who will be assessing the artifact. A Unit Portfolio Assessment Chart shows how each artifact will be scored. Students pay a fee of $75 for 3-years worth of portfolio use. After leaving the program, graduates can download their entire portfolio to a CD or continue to maintain an account with Chalk and Wire for a nominal fee.

What worked and why?

• An organized and centralized approach to design and implementation of the project has facilitated the effort. Two people are leading the project and only one person communicates with Chalk and Wire. Purchasing of accounts is also centralized.
• Standardized artifacts allow for (1) coverage of all standards by all students; (2) similar artifacts across programs; (3) standardization of scoring tools; (4) scalability of number of accounts; and (5) affordability.
• A system in place to routinely reflect on and revise the ePortfolio process allows for revisions as necessary in the program. For example, a new table of contents was implemented in August 2005, making the process much easier for students to place artifacts in the ePortfolio.

What didn't work and why?

• Project leaders underestimated the learning curve associated with this new tool and the ePortfolio process itself. Training and help sessions have helped address this problem.
• A need for individualized rubrics for every artifact became evident. Now each artifact has its own scoring tool.

What will they do next?

• Project leaders will continue to address training and support issues with Chalk and Wire
• Improving validity of inter-rater reliability on rubrics will continue. Several meetings for college supervisors have been held for this purpose.
• The ePortfolio process will be shared with other departments at the college that are becoming interested in it.