Warrick Wynne's List: e-Portfolios

• • Safe teacher-student-peer relationships for learning in your own school channel
   
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  • Access from home, school, anywhere, anytime, any device.

  • Eportfolios

• An ePortfolio (electronic portfolio) is an electronic collection of evidence that shows your learning journey over time. Portfolios can relate to specific academic fields or your lifelong learning. Evidence may include writing samples, photos, videos, research projects, observations by mentors and peers, and/or reflective thinking. The key aspect of an eportfolio is your reflection on the evidence, such as why it was chosen and what you learned from the process of developing your eportfolio. (Adapted from Philippa Butler’s “Review of the Literature on Portfolios and Eportfolios” (2006), page 2.)
• " The overarching purpose of portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility, and dedication." (p.10) - Paris & Ayres.(1994) .
  
  " 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)
• This story points out the challenges we have in the implementation of ePortfolios in education: the tension between what I call the "two different faces" of ePortfolios. I am promoting the concept of two portfolios: the Working Portfolio, which WSU calls the "workspace" or some schools have called the [digital] shoebox; and any number of Presentation Portfolios (depending on purpose and audience) which WSU calls the "showcase" and schools call "showtime!" In order to build more formal presentations, we need the digital archive or the storage of work samples (collection) to draw upon (selection) for inclusion in these presentations.

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• An ePortfolio is a collection of student work that is used to document effort, progress, and achievement over time. Students become actively involved in their own learning as they engage in goal setting, decision making and self-reflection.

• "A portfolio is a purposeful collection of student work demonstrating the student's achievement or growth as characterized by a strong vision of content," according to Todd Bergman , an independent consultant and a teacher at Mt. Edgecumbe High School in Sitka, Alaska.
• A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection.

• A portfolio is a  purposeful collection of student work that exhibits the student's  efforts, progress, and achievements in one or more areas of the  curriculum. The collection must include the following:

   
   
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    Student  participation in selecting contents.

     
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    Criteria  for selection.

     
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    Criteria  for judging merits.

     
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    Evidence  of a student's self-reflection.

     
   
   

  It should represent a  collection of students' best work or best efforts, student-selected  samples of work experiences related to outcomes being assessed, and  documents according growth and development toward mastering identified  outcomes.

• n this new era of  performance assessment related to the monitoring of students' mastery of  a core curriculum, portfolios can enhance the assessment process by  revealing a range of skills and understandings one students' parts;  support instructional goals; reflect change and growth over a period of  time; encourage student, teacher, and parent reflection; and provide for  continuity in education from one year to the next. Instructors can use  them for a variety of specific purposes, including:

   
   
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    Encouraging  self-directed learning.

     
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    Enlarging  the view of what is learned.

     
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    Fostering  learning about learning.

     
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    Demonstrating  progress toward identified outcomes.

     
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    Creating  an intersection for instruction and assessment.

     
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    Providing  a way for students to value themselves as learners.

     
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    Offering  opportunities for peer-supported growth.

• A working portfolio is so named because it is a project “in the works,” containing work in progress as well as finished samples of work. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.

   

  A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A working portfolio is an intentional collection of work guided by learning objectives.
• Given its use in diagnosis, the primary audience for a working portfolio is the student, with guidance from the teacher. By working on the portfolio and reflecting on the quality of work contained there, the student becomes more reflective and self-directed. With very young children, however, the primary audience is the teacher, with the participation of the student.
• • Determine the curricular objectives to be addressed through the portfolio.
   
  • Determine the decisions that will be made based on the portfolio assessments. Will the assessments be used for high-stakes assessment at certain levels of schooling (for example, to enable students to make the transition from middle school to high school)?
   
  • Design assessment tasks for the curricular objectives. Ensure that the task matches instructional intentions and adequately represents the content and skills (including the appropriate level of difficulty) students are expected to attain. These considerations will ensure the validity of the assessment tasks.
   
  • Define the criteria for each assessment task and establish performance standards for each criterion.
   
  • Determine who will evaluate the portfolio entries. Will they be teachers from the students' own school? Teachers from another school? Or does the state identify and train evaluators?
   
  • Train teachers or other evaluators to score the assessments. This will ensure the reliability of the assessments.
   
  • Teach the curriculum, administer assessments, collect them in portfolios, score assessments.
   
  • As determined in Step 2, make decisions based on the assessments in the portfolios.
• Student learning in some areas is greatly enhanced through the use of portfolios to document learning. Portfolios are well established in writing. But there are many other excellent applications of the technique. A foreign language portfolio could have cultural artifacts relating to religion, art, and celebrations, as well as evidence of written and spoken proficiency in the language. A social studies portfolio could have interviews, projects, models, and reports. And art portfolios are well recognized as the optimal means of capturing the best of student performance in the arts, with drawings, slides, and examples of music composed or performed.

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