This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
1. Capstone Portfolio Assessment Project Susan Kincaid and Jackie Baker-Sennett Department of Human Services and Rehabilitation Western Washington University This project was made possible through support from the Woodring College of Education Assessment Committee, WWU
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3. Background: The HSP Curriculum As part of a comprehensive curriculum revision in 2006 the Human Services Program moved to a standards based curriculum, with student learning assessed through a comprehensive Capstone Portfolio.
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6. While most Human Services programs in the US require students to complete some type of showcase portfolio, to our knowledge Western Washington University is unique in requiring a comprehensive standards-based capstone portfolio as a benchmark assessment for program completion.
20. Intraclass Correlations Coefficient NS .491 Total Score .009 .712 7. Professional Self NS .275 6. Technology [Tied to ISTE standards] NS .153 5. Information literacy [Tied to ALA standards] NS .463 4. Critical Thinking NS .259 3. Writing proficiency NS .524 2. CSHSE National Standards [for HS Education] NS .399 1. Organization P-value Intraclass Correlation Coefficient Dimension
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26. Student Exit Survey Results * * Includes 112 exiting seniors, Spring 2008. Statement Agree Disagree My capstone portfolio demonstrates that I meet CSHSE Standards. 56% 45% Creating a Capstone Portfolio was a valuable part of my learning experience. 27% 45% Overall: Satisfaction with HS quality of course content. 91% 9%
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33. “ A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Students prove what they know with samples of their work.” (Paulson & Paulson, 1991, p.2)