“The evidence I have provided below exemplifies what I have been able to take from each of these program abilities. Unlike other schools, these abilities are the main focus of every course and allow all other courses to flow and unite as one to make a seamless fabric of learning. This is very important as without these abilities a structured focus and foundation for future learning is not as easily attained” – Luke Zawistowski
Our main focus for evaluation has been success and retention rates for ePortfolio sections compared to non-ePortfolio sections, in addition to the CORE survey submitted through the C2L network. We also collect outcomes data from the capstone courses. This data has consistently shown that ePortfolio positively impacts a student’s success in a course, as well as the likelihood that he or she will be retained semester to semester. we work closely with our institutional research office to gather this information. Our dean often offers suggestions on how we can improve the comparison groups or collect the most thorough examples of how the project functions.
In June 2011, after three years of our initial ePortfolio work, we evaluated the state of our project. Using the goals we developed as part of our Making Connections project plan, we gathered evidence from multiple sources to determine areas where we were successful and areas we needed to improve. We worked closely with our Institutional Research department in that process. Our IR office evaluated the impact the number of ePortfolio courses a student took had on retention rates. What we found was that there was a significant increase in retention for students who had multiple exposures to ePortfolio. For more about Tunxis’ ePortfolio Project evaluation, read the full report: Tunxis Community College ePortfolio Project Evaluation Report.
Through the spring of 2011, we collected capstone survey information to evaluate the initial impact of ePortfolio on the courses. As our original team leader left for a new job, the new team decided to focus on the above data, notably the newly implemented CORE survey, in order to collect information on the capstone. We felt that having students complete both surveys was redundant and that we could collect the information needed from the one.
The reports for C2L allowed us to spend time analyzing the information and make sure that we consistently evaluate our project.
Success Rates throughout C2L Participation
Student Success is defined as achieving a C- (70%) or better in a course. The following charts summarize the success rates of ePortfolio vs. non-ePortfolio sections of developmental English courses.
Academic Year 2012-2013
We expanded our data collection to look more closely at other courses in the project.
- Comparing ePortfolio sections of Business courses (BBG, BMG, and BMK) to overall success rates at the college, we see that the ePortfolio sections did significantly better in the fall semester. The overall average of success is 70.3%, while the business courses were 97.1%, 81%, and 85% (one section was lower at 67.3%).
- For our Composition 1 and 2 (college-level writing) courses, we see a lower success rate compared to the non-ePortfolio sections: Fall 56.4% to 63.3% and Spring 56.4% to 69.8%. This trend is different than what we are seeing in other courses, so we need to examine how ePortfolio is being used and how to improve its impact on success.
Retention Rates throughout C2L Participation
Retention is defined as re-enrollment at the college from one semester to the next.
Retention of Developmental English Courses
Compiled retention fall-to-fall of Developmental English-FYE learning community
As an Ability-Based institution, the capstone courses use ePortfolio to assess whether or not students successfully complete the general education and program abilities during their time at Tunxis.
We surveyed the faculty members who taught capstone courses to determine how many students successfully demonstrated general education and program abilities through ePortfolio in their capstone course. We were able to gather data from Dental Hygiene, Business Administration, Business and Office Technology, Computer Information Systems, Early Childhood Education, and Engineering & Technology.
|Number of students||170||116||97|
|Percent who used eP to demonstrate Program Abilities||99%||99%||99%|
|Percent who used eP to demonstrate gen. ed. abilities||99%||99%||99%|
Core Survey Results Highlights
Below you will see the percentage of students responding with Strongly Agree or Agree. These data are collapsed across Fall 2011 and Spring 2012. The total number of responses for each question ranged from 183 to 196.
|Building my ePortfolio helped me to think more deeply about the content of this course.||42.7%|
|Using ePortfolio has allowed me to be more aware of my growth and development as a learner.||40%|
|Someday, I’d like to use my ePortfolio to show what I’ve learned and what I can do to others, such as potential employers or professors at another college.||36.2%|
|My instructor provided useful feedback on my ePortfolio.||22%|
|Building my ePortfolio helped me to make connections between ideas.||39%|
|My instructor(s) discussed the ways ePortfolio helps students to learn.||28%|
|Building my ePortfolio helped me focus on planning for my education.||46.3%|
|I enjoyed building my ePortfolio.||42.6|
|The ePortfolio was an important part of this course.||25.2|
|Building my ePortfolio helped me succeed as a student.||41.52%|
|When I needed it, help building my ePortfolio was available.||22.6%|
Below you will see the percentage of students responding with Strongly Agree or Agree to a selection of questions from the survey. The total number of responses for each question for Fall 2012 ranged from 113 to 125. The total number of responses for each question for Spring 2013 were 54.
|Question||Fall 2012||Spring 2013|
|Building my ePortfolio helped me to think more deeply about the content of this course.||62%||79.6%|
|Using ePortfolio has allowed me to be more aware of my growth and development as a learner.||47.8%||63%|
|Someday, I’d like to use my ePortfolio to show what I’ve learned and what I can do to others, such as potential employers or professors at another college.||55.7%||79.6%|
|My instructor provided useful feedback on my ePortfolio.||70.8%||90.8%|
|Building my ePortfolio helped me to make connections between ideas.||49.5%||75.9%|
|My instructor(s) discussed the ways ePortfolio helps students to learn.||82.3%||88.9%|
|Building my ePortfolio helped me focus on planning for my education.||52.2%||64.8%|
|I enjoyed building my ePortfolio.||35.4%||66.6%|
|The ePortfolio was an important part of this course.||69%||81.5%|
|Building my ePortfolio helped me succeed as a student.||43.3%||64.8%|