Assessing Service-Learning in Teacher Education

This article describes an approach and an innovative technology used at California Lutheran University that responds to the problematic relationship between preservice teacher service-learning projects and assessment, evaluation, and reporting. This innovative technology, The ProfPort Webfolio System, enables teacher educators to positively address the inconsistency between subjective responses to service-learning activities and the more objective measures embedded in standards-based assessments. The ProfPort Webfolio System provides database architecture for instructor assignments, learning resources, student artifacts, mentor feedback, and curriculum standards. It also allows integrated support and mentoring for preservice teachers, as teacher educators and mentors guide them through the service-learning process with structure and reflective feedback. The approach to infusing service-learning in the CLU teacher preparation program is to create a component of service-learning in each class. The goal is to teach preservice teachers about service-learning by involving them in the process of planning and implementing service-learning activities themselves. The purpose is to enrich the teaching and learning process. Service-learning is not an extracurricular activity but a pedagogical method in which service-learning projects form the bases of learning opportunities. (Contains 1 table and 6 figures.)