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Using Student Portfolios for Assessment
of Instructional Design Competencies in
           a Graduate Program

             Nada Dabbagh
              AECT 2012
             Louisville, KY
Presentation Outline
Competency Movement
Portfolio Assessment
IDD Program
Research Questions
Study Design
Study Results
Educational Implications
Competency Movement
Competency Movement

AECT INITIAL STANDARDS   IBSTPI COMPETENCIES
1.   Design              1.   Professional Foundations
2.   Development         2.   Planning and Analysis
3.   Utilization         3.   Design and Development
4.   Management          4.   Implementation and
5.   Evaluation               Management
Competency Movement
• “a knowledge, skill, or attitude that enables one to
  effectively perform activities of a given occupation
  or function to the standards expected in employment”
  (Sims & Koszalka, 2008, p. 569)
• Important prerequisite for performance
• Competency-based assessments must be combined
  with other forms of assessment to increase
  accountability (Stefanakis, 2002)
Dabbagh IDD Competencies Analysis AECT 2012
Portfolio Assessment
•   Self-assessment tool
•   Self-evaluation skills
•   Students as reflective practitioners
•   Ownership of the learning process
•   Lifelong learning
•   Professional development
Portfolio Assessment
• Basis for evaluation of degree programs
• Summative assessment of student
  achievement in relation to a program’s goals
  and competencies
• “purposeful collection of evidence used by
  students to document and reflect on learning
  outcomes” (Dannefer & Henson, 2007, p.
  495).
IDD Program
•   30 credit masters program
•   Designed to be completed on a part time basis
•   EDIT 601 IDD Portfolio
•   EDIT 701 Advanced IDD Portfolio
•   PBA (instructor, self, peer assessment)
•   Reflections/personal growth
•   Integration of IDD concepts, processes, and competencies
•   Evidence and artifacts: depth, breadth, and adaptiveness
http://www.hawk-assoc.com/LindaHawk/index.htm
Dabbagh IDD Competencies Analysis AECT 2012
Research Questions
• Measure students’ perceptions of their
  proficiency in instructional design
  competencies in order to evaluate the degree
  to which a graduate program in instructional
  design effectively integrated these
  competencies into its curriculum.
Research Questions
• How did students in a graduate instructional design program
  perceive their proficiency in ID competencies depicted by
  AECT standards?
• How did students in a graduate instructional design program
  perceive their proficiency in ID competencies depicted by
  IBSTPI standards?
• To what extent were the AECT standards addressed by the
  courses in this instructional design program as perceived by
  the students?
• To what extent were the IBSTPI standards addressed by the
  courses in this instructional design program as perceived by
  the students?
Study Design
• Participants
   • 34 students (23 female, 11 male)
   • 14 participants selected IBSTPI standards
   • 20 participants selected AECT standards
• Measures
   • IBSTPI standards
   • AECT standards
   • Level of proficiency
   • Self reported proficiency
AECT ID Competencies
IBSTPI ID Competencies
Results Summary/Questions 1&2
• Participants perceived themselves as mostly
  proficient (>60%) on AECT competencies
   • Strongest (83%) on Design
   • Weakest (62%) on Utilization
• Participants perceived themselves as mostly
  proficient on IBSTPI competencies
   • Strongest (79%) on Professional Foundations
   • Weakest (59%) on Implementation and
     Management
AECT Competencies/Course Frequency
IBSTPI Competencies/Course Frequency
Results Summary/Questions 3&4
• Core courses (704, 705, 730, 732, 752) were most
  frequently mentioned
• AECT Design & Development domains most
  addressed
• AECT Evaluation domain least addressed
• IBSTPI Professional Foundations domain most
  addressed
• IBSTPI Implementation and Management least
  addressed
Implications
• Need to improve ID instruction related to Utilization
  and Evaluation:
   • AECT Utilization competence involves “applying principles,
     theories, and research related to media utilization, diffusion,
     implementations, and policy-making”
   • AECT Evaluation competence involves “demonstrating knowledge,
     skills, and dispositions to evaluate the adequacy of instruction and
     learning by applying principles of theories, and research related to
     problem analysis, criterion-referenced measurement, formative and
     summative evaluation, and long-range planning”
Implications
• Need to improve ID instruction related to
  Implementation and Management
• IBSTPI defines Implementation and Management as the
  ability to:
   • Plan and manage instructional design projects
   • Promote collaboration, partnerships and relationships among the
     participants in a design project
   • Apply business skills to managing instructional design
   • Design instructional management systems
   • Provide for the effective implementation of instructional products and
     programs
Q&A
• ndabbagh@gmu.edu

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Dabbagh IDD Competencies Analysis AECT 2012

  • 1. Using Student Portfolios for Assessment of Instructional Design Competencies in a Graduate Program Nada Dabbagh AECT 2012 Louisville, KY
  • 2. Presentation Outline Competency Movement Portfolio Assessment IDD Program Research Questions Study Design Study Results Educational Implications
  • 4. Competency Movement AECT INITIAL STANDARDS IBSTPI COMPETENCIES 1. Design 1. Professional Foundations 2. Development 2. Planning and Analysis 3. Utilization 3. Design and Development 4. Management 4. Implementation and 5. Evaluation Management
  • 5. Competency Movement • “a knowledge, skill, or attitude that enables one to effectively perform activities of a given occupation or function to the standards expected in employment” (Sims & Koszalka, 2008, p. 569) • Important prerequisite for performance • Competency-based assessments must be combined with other forms of assessment to increase accountability (Stefanakis, 2002)
  • 7. Portfolio Assessment • Self-assessment tool • Self-evaluation skills • Students as reflective practitioners • Ownership of the learning process • Lifelong learning • Professional development
  • 8. Portfolio Assessment • Basis for evaluation of degree programs • Summative assessment of student achievement in relation to a program’s goals and competencies • “purposeful collection of evidence used by students to document and reflect on learning outcomes” (Dannefer & Henson, 2007, p. 495).
  • 9. IDD Program • 30 credit masters program • Designed to be completed on a part time basis • EDIT 601 IDD Portfolio • EDIT 701 Advanced IDD Portfolio • PBA (instructor, self, peer assessment) • Reflections/personal growth • Integration of IDD concepts, processes, and competencies • Evidence and artifacts: depth, breadth, and adaptiveness
  • 12. Research Questions • Measure students’ perceptions of their proficiency in instructional design competencies in order to evaluate the degree to which a graduate program in instructional design effectively integrated these competencies into its curriculum.
  • 13. Research Questions • How did students in a graduate instructional design program perceive their proficiency in ID competencies depicted by AECT standards? • How did students in a graduate instructional design program perceive their proficiency in ID competencies depicted by IBSTPI standards? • To what extent were the AECT standards addressed by the courses in this instructional design program as perceived by the students? • To what extent were the IBSTPI standards addressed by the courses in this instructional design program as perceived by the students?
  • 14. Study Design • Participants • 34 students (23 female, 11 male) • 14 participants selected IBSTPI standards • 20 participants selected AECT standards • Measures • IBSTPI standards • AECT standards • Level of proficiency • Self reported proficiency
  • 17. Results Summary/Questions 1&2 • Participants perceived themselves as mostly proficient (>60%) on AECT competencies • Strongest (83%) on Design • Weakest (62%) on Utilization • Participants perceived themselves as mostly proficient on IBSTPI competencies • Strongest (79%) on Professional Foundations • Weakest (59%) on Implementation and Management
  • 20. Results Summary/Questions 3&4 • Core courses (704, 705, 730, 732, 752) were most frequently mentioned • AECT Design & Development domains most addressed • AECT Evaluation domain least addressed • IBSTPI Professional Foundations domain most addressed • IBSTPI Implementation and Management least addressed
  • 21. Implications • Need to improve ID instruction related to Utilization and Evaluation: • AECT Utilization competence involves “applying principles, theories, and research related to media utilization, diffusion, implementations, and policy-making” • AECT Evaluation competence involves “demonstrating knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of theories, and research related to problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning”
  • 22. Implications • Need to improve ID instruction related to Implementation and Management • IBSTPI defines Implementation and Management as the ability to: • Plan and manage instructional design projects • Promote collaboration, partnerships and relationships among the participants in a design project • Apply business skills to managing instructional design • Design instructional management systems • Provide for the effective implementation of instructional products and programs