Institutionalizing Reflection as Assessment Affirming the Value of Competency-Based E-portfolio in Dialogue with Nonprofit Practitioners

I report on adopting a portfolio-based assessment model in a NASPAA member program. As part of the capstone experience, students articulate their NASPAA-required skills and construct professional e-portfolios to reflect on their competencies at the start and end of the program. Student receptivity and initial resistance to the new assessment model were among the early implementation challenges. I present a baseline study of these attitudes, including student uncertainty over the value of e-portfolios. I also examine how public service professionals’ participation in assessing student learning outcomes can help clarify e-portfolio benefits. These findings can serve our peer MPA programs as a means for making sense of the nuanced nature of institutionalization of reflection via competency-based e-portfolios while embracing their board members as assessment partners in institutionalization efforts.