![]() It is the institution’s responsibility to provide high-quality opportunities for the students to grow. ERVR elements of ethical self-awareness, understanding different ethical perspectives/concepts, ethical issue recognition, application of ethical perspectives/concepts, and evaluation of different ethical perspectives.CTVR elements of explanation of issues, evidence of information, influence of context and assumptions, student’s positions, and conclusions.IKCVR elements of knowledge, skills, and attitudes.Stage 1, Benchmark 1 for the freshman year reflective competency level might include: Who holds power and prestige and how that is played out on campus makes a difference in the kind of reflections found in an e-Folio. Thus students find themselves in ever changing contexts on our campuses that encourage reflection on, among other this, gender, race, sexual orientation, and class. Student self-assessment affects what the data reveals: am I in a majority group or a marginalized (minority) group? Self-assessment is the first step towards self-authorship that requires individuals to reflect on the whole self in context and review structures of inequality. ![]() Students are active members of the team thus increasing the likelihood of success for all concerned. Using these three rubrics provides us the opportunity to explore and assess the value of differences among students’ self-reflections. We believe these values are essential in assessing the first-year students’ self-reflections and are representative of many institutions’ aspirations for promoting student-centered advising. The three chosen are: the Intercultural Knowledge and Competence Value Rubric (IKCVR), the Critical Thinking Value Rubric (CTVR), and the Ethical Reasoning Value Rubric (ERVR). The VALUE rubrics cover essential learning outcomes: civic engagement, creative thinking, critical thinking, ethical reasoning, foundations and skills for lifelong learning, information literacy, inquiry and analysis, integrative learning, intercultural knowledge and competence, oral communication, problem solving, quantitative literacy, reading, teamwork, and written communication.Īs an example, we have selected three VALUE rubrics as being indicative of the entry level reflective e-Folio process for advisees. (Find out more about the VALUE rubrics at ). The VALUE Rubric assessment instrument provides 15 significant and measurable categories to use for obtaining the entry level information which can be aligned with performance levels and used throughout students’ academic careers. A tool already validated for this purpose is the Association of American Colleges and Universities’ (AAC&U) Value Rubrics: Valid Assessment of Learning in Undergraduate Education. How can advisors promote student participation in the reflective process? The first step is to collect valid data on students’ stages of development as they enter college. Through the use of this e-Folio advisors can assess measurable effects on students’ persistence, retention, and graduation. An organized opportunity for capturing and documenting student growth is a planned Advisee e-Folio. As students matriculate to this new academic environment, self-reflection strategies can help them grow interpersonally and intrapersonally. The e-Folio assessment process is designed to teach students how to continue assessing their growth after graduation and as they enter their careers, engage in graduate studies, and continue personal development.įirst-year students enter college with wide-ranging educational and personal experiences. An e-Folio is not just an end-of-course or end-of-program product instead it a formative assessment tool that reflects the development of the whole person over a number of years. The purpose of the portfolio is to document the process of multi-dimensional learning throughout students’ college careers. Just as advisors build e-Folios for professional development, students mentored by the assigned advisor and collaboration team members can create and build e-Folios to serve as a formative assessment learning tool the sophomore year, a summative assessment learning tool the senior year, and a post-graduation career assessment learning tool three years out to help students continuously reflect on themselves as a whole person. One of the most effective ways to measure student engagement is through the use of an electronic portfolio (e-Folio). A collaborative academic advising team including professional academic advisors, faculty advisors, and counselors may use multiple methods to assess student learning and success. The level to which students are engaged in their own learning and personal success throughout their college career can be documented, reviewed, and reflected upon. Advisee e-Folio: Measurable effects on persistence, retention, and graduation rates
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