ACE | Web Guide - Assessing International Learning Outcomes

Before you begin...

The SPIF/ePortfolio assessment approach as outlined in this tool-kit assumes an institutional commitment to providing students with international learning. In order to begin the assessment of international learning, it is important to understand your institution's degree of commitment to comprehensive internationalization. The extent of this commitment should inform your team's thinking as you consider the scale and scope of your efforts to assess international learning.

For a tool to help your team gauge your institution's commitment to comprehensive internationalization, download the survey used to collect data for the ACE Mapping Internationalization publication. You can compare your institution's responses to the survey with normative data in the publication.

Limitations of the Approach

The materials presented on these pages were developed as part of he ACE/FIPSE project which involved six pilot sites. It is important to note that changes in instrumentation and method were made along the way. Comparability within an institution was intended by design, not comparability between institutions. The approach is too new and the data collected is too limited to offer comparative data. The tools have been found to be relevant for better understanding the specifics of an institution's international programming.

Many institutions have articulated the goal of producing "globally competent graduates", but few have clearly defined what this means or how they will know when they have achieved this goal. Success is most often measured in terms of the level of activity, or the "inputs" to international learning. The unanswered question on most campuses concerns how international programs and courses (inputs) affect student learning (outcomes).

Applying student learning outcomes and assessment to internationalization is a relatively recent practice. The institutional benefits to engaging in this work include:

With these objectives in mind, ACE engaged in a three-year project funded by FIPSE to advance the assessment of international learning with the long-term goal of improving student international learning at U.S. higher education institutions. The project group comprised six institutions that had demonstrated a commitment to internationalization. Together, the project group developed and piloted a student survey/ePortfolio approach. The pilot work undertaken by the six institutions demonstrates that this approach is relevant within the context of institutional programming. While the sample size was smaller than anticipated, the data collected to date suggest that the tools, including the rubrics and rating procedures, are valid.

The student survey/ePortfolio developed through the project involves student completion of an ePortfolio and a survey called the Student and Portfolio Information Form (SPIF). When used together, the SPIF and ePortfolio tools can assist institutions in asking important questions about how student international learning experiences are contributing to their achievement of a specified set of international learning outcomes. The materials presented on these pages are offered for institutions to adapt for their institution's specific outcomes and goals.

Guide to Assessing International Learning: the SPIF/ePortfolio Approach

The purpose of this Guide is to assist institutional leaders in preparing for assessment, developing an assessment plan, implementing the SPIF/ePortfolio approach, and using the results. It offers concrete tools and practical advice to administrators and faculty on applying these tools for program improvement.

Please direct questions about this page to:
international@ace.nche.edu
This page last updated on: 09/03/2008