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

Authors

  • Aleksey A. Tikhomirov State University of New York at Binghamton

DOI:

https://doi.org/10.18666/JNEL-2025-13180

Keywords:

Professional portfolios, institutionalization, student views, reflection, NASPAA competencies, MPA advisory boards

Abstract

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.

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Published

2025-08-26

Issue

Online First

Section

Articles

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