This document discusses the use of interactive portfolios and web 2.0 tools to support assessment for learning. It describes how tools like blogs, wikis and Google apps can be used to enable teacher and peer feedback to improve student achievement. The document advocates for student-managed electronic portfolios that allow students to take ownership of their learning and set goals. It also discusses how portfolios can facilitate reflection, feedback, and social learning to engage students and support deep, lifelong learning.
Z Score,T Score, Percential Rank and Box Plot Graph
ISTE 2010
1. Interactive PortfoliosWeb 2.0 tools to Support Assessment FOR Learning Dr. Helen Barrett electronicportfolios.org Twitter: @eportfolios http://www.slideshare.net/eportfolios/
7. Draft National Educational Technology Plan (2010) Technology also gives students opportunities for taking ownership of their learning. Student-managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them. Educators can use them to gauge students’ development, and they also can be shared with peers, parents, and others who are part of students’ extended network. (p.12)
8. Technology & Reflection Two Common Themes across the Lifespan with ePortfolio Development andSocial Networking 6
9. Learner-Centered Philosophy "A portfolio tells a story. It is the story of knowing. Knowing about things... Knowing oneself... Knowing an audience... Portfolios are students' own stories of what they know, why they believe they know it, and why others should be of the same opinion.” (Paulson & Paulson, 1991, p.2)
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11. Social networks last five years store documents and share experiences, showcase accomplishments, communicate and collaborate facilitate employment searches 10
15. Self-Regulated LearningAbrami, P., et. al. (2008), Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, V34(3) Fall 2008. http://www.cjlt.ca/index.php/cjlt/article/viewArticle/507/238
16. What are Effective Self-Regulation Processes? Performance or Volitional Control Processes that occur in action and affect attention and action DURING Capturing Process/ Journals Goals Forethought Influential processes which precede efforts to act and set the stage for action. BEFORE Self-Reflection Processes which occur after performance efforts and influence a person’s response to that experience AFTER Change over time Wade, A. & Abrami, P., Presentation at ePortfolio Montreal, May 2008.
22. Review Examples of Scaffolding for Reflection http://sites.google.com/site/reflection4learning
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24. Multiple Tools to Support Processes-Capturing & storing evidence-Reflecting-Giving & receiving feedback-Planning & setting goals-Collaborating-Presenting to an audience
26. Multiple Purposes of E-Portfolios in Education Learning/ Process/ Planning Marketing/ Showcase Assessment/ Accountability "The Blind Men and the Elephant” by John Godfrey Saxe
27. Multiple Purposes from Hidden Assumptions What are yours? • Showcase • Assessment • Learning • http://www.rsc-northwest.ac.uk/acl/eMagArchive/RSCeMag2008/choosing%20an%20eportfolio/cool-cartoon-346082.png
33. Provides insights (and data) for the institutionNick Rate (2008) Assessment for Learning & ePortfolios, NZ Ministry of Ed
34. Crucial Distinction Assessment OF LearningHow much have students learned as of a particular point in time? Assessment FOR LearningHow can we use assessment to help students learn more? Rick StigginsAssessment Training Institute
36. Principles of Assessment FOR Learning Definition:Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
37. Nick Rate (2008) Assessment for Learning & ePortfolios. NZ Ministry of Ed (p. 24)
40. Types of E-Portfolio Implementation Working Portfolio The Collection The Digital Archive Repository of Artifacts Reflective Journal(eDOL) Collaboration Space Portfolio as Process-- Workspace (PLE)“shoebox” Presentation Portfolio(s) The “Story” or Narrative Multiple Views (public/private) Varied Audiences(varied permissions) Varied Purposes Portfolio as Product-- Showcase
46. Structure of E-Portfolio Types Portfolio as Product/ Showcase Organization: Thematic – Documenting achievement of Standards, Goals or Learning Outcomes for primarily external audiences Primary Purpose: Accountability or Employment or Showcase Reflection: retrospective focus on Standards, Goals or Learning Outcomes (Themes) Portfolio as Process/ Workspace Organization: Chronological – eDOL(Electronic Documentation of Learning – U. of Calgary) Documenting growth over time for both internal and external audiences Primary Purpose: Learning or Reflection Reflection: immediate focus on artifact or learning experience
63. Interactive ePortfolios A book under development “Using Web 2.0 to preserve memories,share stories of deep learning, document achievements, and envision the future”
64. Tentative Contents Intro -“Why”- Purposes Reflection in ePortfolios Assessment Web 2.0 Tools Planning & Change Balancing 2 Faces Lifelong ePortfolio Scenario Examples & Stories:- ECE & Primary- Middle School- High School- College - Professional How-to’s- GoogleApps- WordPress Digital Storytelling in ePortfolios
70. Pink’s Motivation Behavior X Type X - Extrinsic fueled more by extrinsic rewards or desires (Grades?) Type I – Intrinsic Behavior is self-directed. I 53
80. Mastery & ePortfolios (2) ePortfolio: Flow Showcasing Achievements Increased self-awareness and self-understanding “Only engagement can produce Mastery.” (Pink, 2009, p.111) 57
81. FLOW a feeling of energized focus (Csíkszentmihályi) “Reach should exceed the Grasp” 58
82. Student Engagement! CQ + PQ > IQ (Friedman, 2006)[Curiosity + Passion > Intelligence] Find voice and passions through choice and personalization! Portfolio as Story Positive Digital Identity Development - Branding “Academic MySpace” 59
102. Draft National Educational Technology Plan (2010) Many schools are using electronic portfolios and other digital records of students’ work as a way to demonstrate what they have learned. Although students’ digital products are often impressive on their face, a portfolio of student work should be linked to an analytic framework if it is to serve assessment purposes. The portfolio reviewer needs to know what competencies the work is intended to demonstrate, what the standard or criteria for competence are in each area, and what aspects of the work provide evidence of meeting those criteria. Definitions of desired outcomes and criteria for levels of accomplishment can be expressed in the form of rubrics. (p.34)
103. Two “Paradigms” of Assessment (Ewell, 2008) Ewell, P. (2008) Assessment and Accountability in America Today: Background and Content
104. Opportunity Cost The alternative you give up when you make a decision… The cost of an alternative that must be forgone in order to pursue a certain action What is the opportunity cost of emphasizing accountability/compliance in ePortfoliosover improvement/reflection and deep learning?
105. Goal: Balance in Electronic Portfolios Purpose Improvement (Student-Centered) (Or Course-Centered) Accountability/ Compliance (Institution-Centered) Along a Continuum ?? ?? Opportunity Cost
106. Goal: Balance in Electronic Portfolios Purpose Improvement Accountability Highly Structured Uniformity and Standardization Required Assignments Formal Evaluation Complexity Checklist Data! Engagement Deep Learning Personalization Choice and Voice Lifelong Skills Ease of Use Ownership Time Opportunity Cost
107. Goal: Balance in Electronic Portfolios Purpose Accountability Improvement Flexible Structure Self-Assessment & Feedback Lifelong Learning Skills More Social Learning Personalization Choice and Voice Engagement Story Time Involvement Ease of Scoring for… Collection of Data for… Accountability Institutional Support & Funding? Opportunity Cost
108. Goal: Balance in Electronic Portfolios Purpose Accountability Feedback Uniformity Flexible Requirements Data Program Improvement Improvement Self-Assessment Personalization Choice and Voice Student Engagement Increased Achievement Time Complexity Social Learning Opportunity Cost
109. Finding Balance in E-Portfolio Implementation Tools Use separate tools for assessment management andstudent e-portfolios? Ball State’s rGrade & WSU’s Harvesting Gradebook Incorporate blogging and social networking tools forinteractivity and engagement Open Source Tools: WordPress, Movable Type, Mahara Allow embedding student Web 2.0 links, including video,into their e-portfolios Enable exporting e-portfolio to students’ lifetimepersonal webspace
110. Finding Balance in E-Portfolio Implementation Strategies Acknowledge the importance of both portfolio asworkspace (process) & showcase (product) Support student choice and voice in e-portfolios Facilitate reflection for deep learning Provide timely and effective feedback for improvement Encourage student use of multimedia in portfolios forvisual communication and literacy Digital Storytelling & Podcasting Picasa/Flickr slideshows Acknowledge/Encourage students’ Web 2.0 digital identity
111. Portfolios can help learners find their Voice… and explore their Purpose and Passions through Choice!
112. Do Your e-Portfolios have CHOICE and VOICE? Individual Identity Reflection Meaning Making 21st Century Literacy 79
113. ePortfolios should be more Conversation than Presentation (or Checklist) Because Conversation transforms!
114. A Reminder… Reflection & Relationships … the “Heart and Soul” of an ePortfolio… NOT the Technology! 81
115. My Final Wish… dynamic celebrations stories of deep learning across the lifespan 82
116. Dr. Helen Barrett Researcher & ConsultantElectronic Portfolios & Digital Storytellingfor Lifelong and Life Wide Learning eportfolios@gmail.com http://electronicportfolios.org/ Twitter: @eportfolios
Hinweis der Redaktion
As defined in a JISC publication, Effective Practices with e-portfolios: The e-portfolio is the central and common point for the student experience… It is a reflection of the student as a person undergoing continuous personal development, not just a store of evidence. (Geoff Rebbeck, e-Learning Coordinator, Thanet College, quoted in JISC, 2008, Effective Practice with e-Portfolios)
Phil Abrami and researchers at Concordia University developed ePearl, an ePortfolio tool. Their goal: Encouraging self-regulated learning through electronic portfolios. Self regulated learning is shown here through three processes: planning, doing and reflecting.
How do portfolios and reflection fit into the this self-regulation process?BEFORE - goal-setting (reflection in the future tense), setting the stage for actionDURING - immediate reflection (in the present tense), where students capture evidence during the learning process, or maintain a learning journalAFTER - retrospective (in the past tense) where students look back on performance efforts, and their response to the learning experience.Portfolios can be used to record all three types of reflection
Is this happening in your institution?
There are the two major approaches to implementing e-portfolios. Janus is the Roman god of gates and doors, beginnings and endings, and hence represented with a double-faced head, each looking in opposite directions. He was worshipped at the beginning of the harvest time, planting, marriage, birth, and other types of beginnings, especially the beginnings of important events in a person's life. Janus also represents the transition between primitive life and civilization, between the countryside and the city, peace and war, and the growing-up of young people.
Japanese!
Catalan
Spanish!
Mandarin
Collection -- Creating the Digital Archive (regularly – weekly/monthly)Digital Conversion (Collection)Artifacts represent integration of technology in one curriculum area (i.e., Language Arts) Stored in GoogleDocs
Collection/Reflection/Feedback (Immediate Reflection/Feedback on Learning & Artifacts in Collection) (regularly) organized chronologically (in a blog?)Captions (Background Information on assignment, Response)Artifacts represent integration of technology in most curriculum areas (Feedback in blog or GoogleDocs)If you are blogging with your students on a regular basis, you are beginning a working portfolio.
Selection/Reflection and Direction (each semester? End of year?) organized thematically (in web pages or wiki)Why did I choose these pieces? What am I most proud to highlight about my work?What do they show about my learning? What more can I learn (Goals for the Future)?Presentation (annually)Evaluation
Oregon in April, Colorado & Iowa yesterday.
Just like Social Networks
Perhaps most predominant in many teacher education programs today.
“Portfolios should be less about tellingand more about talking!” Julie Hughes, University of Wolverhampton