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Long Script of Pauline Auld |
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Creating
and Using Portfolios on the Alphabet Superhighway
(pages
1-8) www.ash.udel.edu/ash/teacher/portfolio.html This
article provides an overview for educators in the creation and use of
electronic portfolios on the Alphabet Superhighway.
It outlines how portfolios may be used in a variety of ways in the
classroom. It also provides
ideas on possible activities to encourage students to review their own
work, analyse their own learning strategies and assess their own
collaboration with others. At
the end of the article a glossary of relevant terms is provided. What
are electronic portfolios?
“Portfolios
bring together curriculum, instruction and assessment.
Through the use of portfolios teachers and students can develop a
shared understanding of what constitutes quality work, and acquire a
common language for evaluating student’s accomplishments”(page 2). Why
use electronic portfolios? ·
Foster
active learning – goal setting ·
Motivate
students – self reflection ·
Instruments
of feedback – evaluation of learning, goals, learning strategies,
knowledge presentation (Page 2)
Creating electronic portfolios – Steps to Implementation
Question: Should teachers always select the “dimensions of learning” or should students be allowed to have input into the process? Selecting assessment measures
Selecting portfolio content
how
I plan to get there
my
strategies for accomplishing this task
Who should decide what to include in a portfolio?
How should a portfolio be organized?
Date
of work
Description
of task
Student
reflection on entry Could
also have links to areas of assessment that are involved in the project or
task
Question:
What might these guidelines look like? Glossary*
authentic assessment: evaluation of student's learning,
achievements, and attitudes that are consistent with classroom goals,
curricula and instructional methods. *
criterion referenced: An assessment that evaluates a student's work
with reference to specific criteria rather than with reference to other
students' work. *
dialogue journal: a journal for recording a conversation or
dialogue, typically between a teacher and a student. *
formative assessment: diagnostic evaluation that helps to design
and guide instruction *
metacognition: knowledge related to one's thinking and actions.
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Electronic
Portfolios – A Chapter in Educational Technology
(pages 1 – 7) Northwest Evaluation Association (1990). ·
three
general purposes: Learning (formative) portfolios – occur on an ongoing basis
supporting professional development
Assessment
(summative) Portfolios – occur within
the context of a formal evaluation
process
Employment
(marketing) Portfolios – used for
seeking employment ·
there
are also Working Portfolios, Showcase or Best Works Portfolios and
Assessment Portfolios ·
portfolios
are an alternative form of assessment – synonymous with authentic
assessment or performance-based assessment · characteristics are: student involved in meaningful performance tasks; clear standards and criteria for excellence’ emphasis on metacognition and self-evaluation’ student produces quality products and performances; positive interaction between assessor and assesse (page 1) · portfolio is a container that holds examples of student or teacher work, the “artifacts” and reflections on that work that transforms the artifacts into “evidence” of achievement Electronic
Portfolios Defined ·
electronic
portfolio & digital portfolio used interchangeably ·
is
not a haphazard collection of artifacts (digital scrapbook or
multimedia presentation) but a reflective tool which demonstrates growth
over time ·
organised
around a set of standards or learning goals and their achievement of the
standards, learner’s reflections, rationale for selecting specific
artifacts and overall reflection (page 2) ·
benefits
for developing electronic portfolios include:
minimal storage space, easy to create back-up files, portability,
long shelf life, learner centred, increases technology skills, links to
standards, accessibility Electronic
Portfolio Development Process ·
series
of stages, each with goals and activities ·
create
a powerful tool for demonstrating growth over time ·
develop
teachers’ as well as students’ multimedia technology skills *
Assess/Decide. The focus
is on needs assessment of the audience, the presentation goals, and the
appropriate tools for the final portfolio presentation. *
Design/Plan. In the
second stage, focus on organising or designing the presentation. Determine
audience-appropriate content, software, storage medium, and presentation
sequence. Construct flow charts and write storyboards. *
Develop. Gather materials
to include in the presentation and organize them into a sequence (or use
hyperlinks) for the best presentation of the material, using an
appropriate multimedia-authoring program. *
Implement. The developer
presents the portfolio to the intended audience. *
Evaluate. In this final
stage of multimedia development, the focus is on evaluating the
presentation’s effectiveness in light of its purpose and the assessment
context. *
Collection - teachers and students learn to save artifacts that
represent the successes (and "growth opportunities") in their
day-to-day teaching and learning *
Selection - teachers and students review and evaluate the artifacts
they have saved, and identify those that demonstrate achievement of
specific standards *
Reflection - teachers and students become reflective practitioners,
evaluating their own growth over time and their achievement of the
standards, as well as the gaps in their development *
Projection (or Direction) - teachers and students compare their
reflections to the standards and performance indicators, and set learning
goals for the future. This is the stage that turns portfolio development
into professional development and supports lifelong learning. *
Presentation -
teachers and students share their portfolios with their peers. This is the
stage where appropriate "public" commitments can be made to
encourage collaboration and commitment to professional development and
lifelong learning (page 3) 1.
Defining The Portfolio Context &
Goals ·
Identify assessment context, purpose, identify audience and resources 2.
The Working Portfolio ·
Occupies longest span of time ·
Collection of artifacts – with short, reflective statements ·
Select software development tools most appropriate “medium is the
message” – control, restrict or enhance portfolio development process ·
Form follow function – software match the vision and style of
portfolio developer 3.
The Reflective Portfolio ·
Reflective process – ask three questions:
1.
“What?” (summarise the artifacts)
2. “So What?” (reflect
on learning /meeting
standards)
3. “Now What?” (address implications for future learning, set
refinements or adaptations) “A
professional portfolio system invites Teachers to become the architects of
their own professional development” (page 4) 4.
The Connected Portfolio ·
Create hypertext links between goals, work samples, rubrics and
reflections ·
Insert appropriate multimedia artifacts ·
Create table of contents to structure portfolio ·
Contributes to summative assessment process – link reflections to
artifacts, single artifact can link to multiple standards ·
Brings together instruction, assessment, portfolio development and
professional development 5.
The Presentation Portfolio ·
Store portfolio in an appropriate medium ·
Present portfolio to an audience & celebrate accomplishments ·
Evaluate in terms of purpose and assessment context “An
opportunity for professionals to share their teaching portfolios with
colleagues for meaningful feedback and collaboration in self-assessment.
This public commitment provides motivation to carry out the professional
development plan of a formative portfolio” (page 5) Electronic
Portfolio Development Tools ·
Many strategies for developing electronic portfolios, 2 general
approaches : common tools approach - off the shelf software
Customised systems approach –
designing a networked
system
·
Some good commercial electronic portfolio programs on the market Summary ·
Keep the process simple ·
Should showcase learner achievements and growing capabilities in using
technology to support lifelong learning Related
links to additional references:
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To Efoliate or Not to Efoliate:
The Rise of the Electronic Portfolio in Teacher Education (pages 1 – 3) Norton-Meier
L.A. Journal of Adolescent &
Adult Literacy. This
article discusses the rise of electronic portfolio system in teacher
education. One benefit of the
portfolio process, whether in electronic or paper form is that it shows what students do know rather than what they don’t know.
The process of efoliation, the peeling back of layers of learning
and presenting it in an organized electronic format, holds tremendous
promise. ·
Economy of a portfolio compiled and save to a compact disc ·
Documents oranized in the form of a web page and focus on goals ·
Students produce a narrative response to each goal and embed hyperlinks
within their narratives to all manner of supporting artifacts ·
Students bring own creativity and talents to the portfolio documents (efolio) If
to exfoliate is to remove an outer layer of something, then to e-foliate
might be to peel back the layers of learning in an electronic or
technological format. E-foliation
allows educators to rethink aspects of their practice and how students
reveal their learning. Efoliation forces teachers to rethink writing,
technology and assessment.
(page 1) Rethinking
Writing and Reflection ·
At times it may be a personal narrative, a memoir or technical writing,
a web page ·
Unlimited set of other forms collected as artifacts: a digital video.
Multimedia presentations , journal entries, Internet web sites developed
by the student, lesson plans, student work standardised test data ·
Students must write narratives to tell the story ·
Part of the reflection process is the way that students incorporate
graphics, the way the artifacts are linked together, even the color scheme
selected ·
Students create their own sense of the interconnections of the artifacts
– leading to a much richer understanding of themselves and of the
standards against which they are being measured ·
Can an efolio be used to document a student’s learning throughout a
teacher education program also be used to help that student find a job? ·
Portfolio assessment is compact, easy to store and has a variety of
opportunities for analysis ·
Question: Could students
(Junior/High School) also use their portfolios
to find a job, apply for a school or post-secondary institution?
(page 2) ·
Major benefit of the portfolio is that it shows what students know
rather than what they don’t know ·
Process of collecting artifacts, selecting appropriate artifacts that
document learning in relation to program goals and the writing and
reflecting by the student on how the artifact contributed to their
development, are all ways to capture the process as opposed to the final
score of a standardized test To
efoliate or not to efoliate? ·
The process of efoliation, the peeling back of layers of learning and
presenting it in an organized electronic format, holds tremendous promise ·
It supports and encourages an experience that combines reflection and
technology and is linked to how we know learning occurs ·
Each efolio has a story to tell – no two look the same ·
Combines technological prowess, thoughtful reflection in a variety of
genres and a celebration of learning throughout a lifetime |
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References: ASH.
Creating and Using Portfolios on the Alphabet Superhighway. Retrieved
www.ash.udel.edu/ash/teacher/portfolio.html
Barrett, H, C. (2001). Electronic Portfolios – A Chapter in Educational
Technology.
Retrieved http://electronicportfolios.org/portfolios/encyclopediaentry.htm Norton-Meier
L.A. To Efoliate or Not to
Efoliate: The Rise of the Electronic Portfolio
in Teacher Education Journal
of Adolescent & Adult
Literacy. |