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The study develops a systematic design process to create eP systems for programmatic assessment, and applies it across three distinct engineering graduate programs. Findings show eP assessment systems are shaped by program culture and vision, while remaining adaptable to departmental or program needs. 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Kajfez  \nMahNaS j. MOhaMMaDI-aRaGh PhIlIP R. BROWN  \nKaThaRINe a. MaNN cheRYl a. caRRIcO KellY j. cROSS jOhN a. jaNeSKI aND  \nlISa D. McNaIR  \nVirginia Polytechnic Institute and State University Blacksburg, Va  \nABStrACt  \nePortfolios (ePs) have been used in a variety of applications ranging from undergraduate assessment to graduate student work showcases. We hypothesize that the flexible, individualized nature of ePs makes them suitable assessment tools for graduate engineering programs, which are likewise flexible and individualized. Our investigation resulted in a systematic design process that can be used to create eP systems for graduate programmatic assessment. The process was used to develop eP assessment systems for three different engineering graduate programs. Results indicate that (1) the end products, the eP assessment systems, were directly affected by the graduate programs’ culture and vision of graduate engineering assessment, and that (2) ePs are flexible based on departmental or program needs. Therefore, we conclude that ePs are appropriate for assessment in graduate engineering programs and that a systematic process of development can be used.  \nKeywords: ePortfolio design, assessment, graduate programs  \nwinter 2013 1  \nadvances in engineering education  \nassessing graduate engineering Programs with ePortfolios:  \n a comprehensive design Process  \nintrODUCtiOn  \nGraduate programmatic assessment is a challenging subject because of the individualized nature of graduate education, which requires a flexible yet robust assessment strategy. Students in graduate education are paired with a faculty advisor who assists them in designing their unique educational experience. having a system that evaluates these experiences, but is standard enough for programmatic assessment, is vital. With their inherently individualized and flexible nature, electronic portfolios, or ePortfolios,(ePs) are one promising assessment tool for graduate programmatic assessment. ePs can contain a variety of artifacts and evidence, which accommodates the individualized nature of graduate school and allows for the collection of indirect and direct assessment data. also, programs can align ePs with guidelines and requirements, which accommodates the need fora standardized assessment system.  \nThis paper takes an exploratory approach and describes a primarily theoretical investigation into the use of ePs for graduate programmatic assessment. Through a literature review, we examine the use of ePs as assessment tools, theories that support the use of ePs for graduate programmatic assessment, and theories that support our design process used to create our eP programmatic assessment systems. Based on our findings, we hypothesize that ePs are an appropriate method for graduate programmatic assessment when based on a design process that adheres to a set of requirements for good assessment. In the methods section, we describe our development of an eP programmatic assessment system design process, grounded in both assessment requirements and communities of practice theory. The eP programmatic assessment system (i.e., the product of the design process in this paper) should not be confused with designing an individual eP. The systematic design process discussed in this paper focuses on meeting client needs at the program level, not developing an individual eP at the student level. The design process discussed in this work involves client meetings, consultations with eP support staff, presentations to stakeholders, etc. which form of a set of systematic steps that produce an eP programmatic assessment system.  \nfinally, we describe the results of a practical application of the design process to three distinct graduate engineering p","cbCaia26vZPlq41u","https://ap.wps.com/l/cbCaia26vZPlq41u","pdf",2745830,29,"English","# Introduction\n# Literature Review\n## Electronic Portfolios as Assessment Tools","[{\"question\":\"What problem does the paper address for graduate engineering programs?\",\"answer\":\"The paper addresses the challenge of designing assessment strategies for individualized graduate education that still remain flexible yet robust enough for programmatic assessment.\"},{\"question\":\"How does the study build its ePortfolio-based assessment approach?\",\"answer\":\"It proposes a systematic design process grounded in assessment requirements and communities of practice theory, then uses that process to develop eP assessment systems for three engineering graduate programs.\"},{\"question\":\"What do the results indicate about ePortfolios in graduate engineering assessment?\",\"answer\":\"The results indicate that the final eP assessment systems are influenced by each program’s culture and vision, and that ePs can remain flexible based on departmental or program needs.\"}]","Advances in Engineering Education - Assessing Graduate Engineering Programs with ePortfolios - A Comprehensive Design Process | PDF",1792065607,73]