10. Portfolio as a Portfolio as a
Process/Workspace Product/Showcase
⊠Main activity: learning & collaboration ⊠Main activity: showcasing achievement
⊠Organization: chronological ⊠Organization: thematic
⊠Documenting growth over time ⊠Documenting achievement of
for both internal and external standards, goals, learning outcomes for
audiences primarily external audiences
⊠Primary purpose: learning or ⊠Primary purpose: accountability or
reïŹection employment
⊠ReïŹection: immediate ⊠ReïŹection: retrospective
11. Portfolio as a Portfolio as a
Process/Workspace Product/Showcase
⊠Focus on artifact or learning ⊠Focus on standards, goals or
experience learning outcomes
⊠Assessment FOR Learning ⊠Assessment OF Learning
⊠Formative Assessment ⊠Summative Assessment
(feedback) (evaluation)
⊠Portfolio as journey ⊠Portfolio as destination
⊠ReïŹection leads to interactivity, ⊠ReïŹection leads to presentation and
and feedback evaluation
13. Process
The portfolio âis the central and
common point for the student
experience . . . It is a reïŹection of the
student as a person undergoing
continuous personal development, not
just a store of evidence.â
Geoff Rebbeck
14. Product
âA portfolio is a purposeful collection
of student work that exhibits the
studentâs efforts, progress, and
achievements in one or more areas
over time.â
Northwest Evaluation Association
15. Workspace
âThe portfolio is a laboratory where
students construct meaning from their
accumulated experience.â
Paulson & Paulson
16. Showcase
âA portfolio tells a story. It is the story
of knowing. Knowing about things . . .
Knowing oneself . . . Portfolios are
studentsâ own stories of what they
know, why they believe they know it,
and why others should be of the same
opinion.â
Paulson & Paulson
21. Portfolio processes and
value-added beneïŹt of technology
Traditional portfolio Adding technology allows
processes include enhancement through
Collecting Archiving
Selecting Linking
ReïŹecting Storytelling
Presenting Collaborating
Sharing Connecting
Celebrating Publishing
Adapted from Helen Barrett, âResearching electronic portfolios and learner engagement,â
Journal of Adolescent & Adult Literacy, March 2007
22.
23. Technology provides
multiple tools to support
⊠Capturing and storing evidence
⊠ReïŹecting
⊠Giving and receiving feedback
⊠Planning and setting goals
⊠Collaborating
⊠Presenting to an audience
24.
25. We do not
learn from
experience.
We learn from
reïŹecting on
experience.
~John Dewey
34. Key Questions about
Digital Portfolio Implementation
⊠How can digital portfolios be successfully
used to demonstrate assessment for learning
and assessment of learning?
⊠What are the beneïŹts of developing digital
portfolios as perceived by students, teachers,
administrators, or parents?
⊠What are the perceived obstacles to
implementing digital portfolios, and how can
they be overcome?
35. Key Questions about
Digital Portfolio Implementation
⊠How do digital portfolios provide evidence of
deep learning?
⊠What knowledge, skills, and dispositions/
habits of mind will students need to develop
in creating their digital portfolios?
⊠How can we integrate digital portfolios with
what we know about social learning and
interactivity?
36. Key Questions about
Digital Portfolio Implementation
⊠Under what conditions do students take
ownership of their digital portfolios?
⊠How can we use digital portfolios to help
students become more engaged, motivated,
and self-directed?
⊠How can we make digital portfolio
development a natural process integrated into
everyday life?
37. All Images CC via Flickr
⊠RFF Pass the Camera Project by Gene Wilburn
⊠One Done by Daniel 1977
⊠Portfolio Case by StreetïŹy JZ
⊠Investment Portfolio by Iscan
⊠Abstract Photo collection by catchesthelight
⊠Puertas de Cartagena by Luz Adriana Villa
⊠pottery in the making by dave~
⊠3 pots by cobalt 123
⊠guiding touch by pangalactic
⊠Pottery Factory by user.c
38. All Images CC via Flickr
⊠Digital Portfolio ReïŹection Points langwitches
⊠Soph Board Intro Ken Robinson by Talia Howard
⊠OZ 318 by torres21
⊠Lockers by darrendraper
⊠Roof ReïŹection CC sharkbait
⊠When we make our learning transparent, we
become teachers by langwitches
⊠Thinking by klmontgomery
⊠Student Collaboration by wlibrary
⊠Digital Collection by kyteacher
39. References
⊠Helen Barrett, âBalancing the Two Faces of ePortfolios,â
electronicportfolios.org/balance
⊠Helen Barrett, âMetaphors for Portfolios,â electronicportfolios.org/
metaphors.html
⊠Helen Barrett, âResearching electronic portfolios and learner
engagement: The REFLECT Initiative,â Journal of Adolescent &
Adult Literacy, March 2007
⊠Philippa Butler, âReview of the Literature on Portfolios and
Eportfolios,â 2006
⊠Northwest Evaluation Association, quoted in Paulson, Paulson,
and Meyer, âWhat Makes a Portfolio a Portfolio?â Educational
Leadership, February 1991
⊠F. Leon Paulson and Pearl R. Paulson, âWhat Makes a Portfolio a
Portfolio?â Educational Leadership, February 1991
⊠Geoff Rebbeck, quoted in Effective Practice with e-Portfolios:
Supporting 21st Century Learning, JISC, September 2008
Hinweis der Redaktion
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