Date of Award
9-29-1986
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Keywords
assessment, assessment process, assessment tools, central bible college, continuing education division, credit for prior learning, empire state college, evaluation, faculty, faculty assessment committee, findings, guidelines, higher education, implementation, institutional factors, literature review, model, norms, portfolio, portfolio assessment, prior learning, procedure, program development, recommendations, research problem, resources, structure, student portfolio, techniques, training, variations, weaknesses
Abstract
The purpose of this practicum was to examine the portfolio method of assessing prior learning at Central Bible College (CBC). The focus of the investigation was on the procedure, structure, and techniques used in the evaluation of student prepared portfolio at the college.
The nature of the research problem centered around the newness of portfolio assessment to CBC. The Continuing Education Division (CED) implemented portfolio assessment as an option for obtaining credit for prior learning in the fall of 1985. The program has not yet been fully developed. This study sought to identify weakness in the assessment process and provide appropriate solution based on the research findings.
The procedure followed to complete this practicum were threefold. First, a review of appropriate literature was conducted which established generally accepted guideline for the identified areas being considered. Secondly, Empire State College (ESC) was used as a model to illustrate one institution’s adaptations of the portfolio method. Thirdly, an examination of CBC’s portfolio evaluation procedures, structure and techniques was conducted. These findings were then compared, findings were recorded and recommendations were made.
It was discovered that there was a wide range of choices in developing a portfolio assessment program. Variations were dependent on institutional size, resources and other factors. It was concluded that CBC’s program fell within established norms in higher education but specific weakness within the process were identified and recommendations were made. It was recommended that the Faculty Assessment Committee be explained and reorganized. It was also noted that training and assessment tools needed to be developed and implemented to assist faculty in assessing prior learning through the portfolio method.
Comments
Missing pages 4, 14 and 19