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Authentic Assessment: A
Showcase of Electronic
Portfolios
Pamela Leconte
The George Washington University
Pleconte@gwu.edu
Stacie Dojonovic
Fox Chapel Area School District
Stacie_dojonovic@fcasd.edu
Joan Kester
The George Washington University
Jkester@gwu.edu
Why are We Here Today?
Discuss the use and benefits of
electronic portfolios
What is their role in career
assessment?
Review existing electronic portfolio
projects.
What‟s happening in your schools?
What is an Electronic Portfolio?
An electronic portfolio is a digitally
organized, goal oriented collection of
artifacts that presents a student‟s
growth and achievement over time.
Allows the student to collect, select,
organize, reflect and present a digital
picture of themselves, using various
media types.
Barrett, Helen C. White Paper: Researching Electronic Portfolios and Learner
Engagement., 2005
Purposes of Electronic
Portfolios
An Assessment Tool
Self-Marketing/Employment
Self-Advocacy/IEP tool
Documentation of the learning
process
Show growth over time
Four Types of Portfolios
Types Users Function
Students Track
Developmental progress
over time
Training Validating
Proficiency
Graduates competence
Access
Showcase All Employability
& Education
Assessment Builds self-
All
esteem
Benefits of Electronic Portfolios
Senseof student ownership and
investment in the product
Self-Reflection
Increased self-awareness
Self-Determination
Benefits of Electronic Portfolios
Increasedability to articulate
achievements, strengths, interests,
goals and necessary
accommodations
Can be integrated into classroom
curriculum
Compatible with all learning styles
Benefits of Electronic Portfolios
More engaging to students, increased
active participation
Increased technology skills
Easily accessible by all stakeholders and
viewers- Universal Design
Easily stored, copied and distributed
Electronic Portfolios as
Assessment
The creation, maintenance and presentation of an
electronic portfolio can project the goals, abilities,
interests, values and accomplishments of an
individual in a different way than traditional
forms of assessment.
What better way to see what a student can do
than look at their actual work or achievements
that they have identified, selected, organized and
presented.
Gives a more „real‟, feasible picture and
perspective than the averaged grades on a report
card, a third party report or the results of a
standardized test.
Why Portfolios in Assessment
and Transition:
Active Engagement
Portfolios provide an opportunity for evaluator
to engage the consumer fully through activities
that require individuals to summarize or validate
information obtained through the assessment.
In creating a portfolio the consumer is no longer
passive or the one being “done to.”
Purposes of Electronic
Portfolios
An Assessment Tool
Self-Marketing/Employment
Self-Advocacy/IEP tool
Documentation of the learning
process
Show growth over time
The assessment process should be an integral
part of the portfolio, no matter what the
purpose. Use the data!
Traditional vs. Authentic
Assessment
Traditional Authentic
Selecting a Response Performing a Task
Contrived Real-Life
Recall/Recognition Construction/Application
Developed based on a set Developed based on
set/standard body of identifying individual
knowledge and skills student goals
Teacher Structured Student Structured
Indirect Evidence Direct Evidence
http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm#looklike
One size does not fit all!
One assessment type does not fit all
Assessment is a process
Collection of data from multiple
sources, both traditional and
authentic, provide a clearer more
comprehensive picture of students
abilities, interests, values and goals.
The electronic portfolio is only one
piece of the puzzle
Portfolio Development
Important things to consider when
planning
– Know your purpose
– Know your audience
– Know the standards/skills/information
the student will be trying to
demonstrate
With proper planning you will insure
that you will be able to obtain the
appropriate assessment data that
will help these students be successful
Portfolio Development
Reflection helps “Capture the Person”
An e-portfolio without reflection is nothing
more than a fancy resume, multimedia
presentation, or digital scrapbook (Barrett,
2000).
Reflection shows the individual’s past
performance, present range of performance,
and where they are going in the future with
their knowledge, skills and abilities.
Portfolio Development
Evidence of reflection and self-evaluation also demonstrates
the developer’s skills and competencies in the employment
standards promoted by the U.S. Department of Labor and
many employers.
The SCANS, or Secretaries Commission on Achieving
Necessary Skills (1991), criteria for successful employment
align with many of the skills required of reflection and self-
evaluation.
http://wdr.doleta.gov/SCANS
Portfolios in Assessment
of 21st Century Skills
Portfolios can assist evaluators with assessing a broader range
Of career development and employability skills. Because of
the changing nature of work, employers are looking for more
than narrowly focused academic or occupational skills.
Portfolios help document those skills needed for job search
and continued employment. Some 21st century workforce
concepts are listed below:
Changing nature of work (self- led teams, innovate).
Workers as thinkers
Workers must be able to able to add value immediately
Workers must be able work in teams and problem-solve
Work environment is diamond shaped (broad knowledge
and flexibility are valued)
Worker should develop career resilience
Portfolio
Philosophy Standards Competencies Resume Artifacts
Artifacts
Evaluation Articles Work Photos Video Power Audio
planning Samples Point
Hannon, Chris
2003 Reflection
Portfolio Development
Process
1. Determine Purpose
Why is the portfolio being
developed and to what
end? What is the goal of
the portfolio?
2. Collect
5. Present
Broad collection of work
Determine final
relevant to goals or interests
presentation format of
Final Portfolio (test results, work samples,
the portfolio
etc.)
Final collection of evidence
supporting specific goal or
purpose
4. Select
Make final selection of 3. Reflect
items to include in Validates findings and
portfolio based on relevance of evidence.
established criteria.
Figure 1
Adapted from:
Kilbane, Clare R., Milman, N, B. (2003). The Digital Teaching
Portfolio Handbook: A How-To Guide for Educators. Allyn and
Bacon. Boston, Massachusetts
A Framework for Portfolios in
Vocational Evaluation
Career
Portfolio Introduction of Self
Artifacts (video, work samples, audio) Personal Statement
Reflection (internalization and validation Career Aspirations
of assessment findings) Personal philosophy
Observations and checklists Hobbies
Interpretation (artifacts and Personal Strengths
observations)
Summary (meaningful to consumer)
Understanding Self Career Exploration Decision Making
Planning
Johnson, Lecester 2006
30th Institute for Rehabilitation Issues (IRI)
Based Upon Stages of Career Development
Sample Electronic Portfolio System for Vocational Evaluation
Lecester Johnson and Julius Weems 2006
Sample Electronic Portfolio System for Vocational Evaluation
Lecester Johnson and Julius Weems 2006
My Electronic Portfolio:
“Get to Know Me Better”
A sample Portfolio from Butler Area Schools
Aaron Royhab 2007
My Family
I live at home with my
Dad, Danny – my
brother, My Aunt
Theresa, my
Grandma, and my
Grandpa.
I have pet cats at
home.
I like to watch my
brother play video
Danny – games at home.
my brother
School Information
I attend school at Butler Senior High.
My teacher is Mrs. Boozel.
My helpers are Mr. Bowman and Mrs.
Binder.
My favorite “class” is cooking ….
I graduate the spring of 2008.
Mr. Bowman Mrs. Binder Mrs. Boozel
Activities I enjoy
These are Activities My
I like: Fish
– Listening to music
Toy
– Playing on the
computer
– Listening to stories
– Playing with puzzles
– My fish aquarium toy
– My “Busy Box”
– Throwing toys on the
floor to see if you Computer
will pick them up!
Things I like Swimming
These are things I like:
– I like it when you talk to me.
– I like to eat my lunch.
– I like to drink chocolate milk.
– I love to swim.
– I like it when you make sure my food and drink are not
too hot or too cold.
– I like to rub your hand.
– I like to sit by the window and watch the students
during class changes.
– I like it when you don‟t set the brakes on my
wheelchair. Then I can use furniture and people to
move my chair where I want to go.
Things I don’t like:
I don‟t like to come inside from being outside – sometimes
I will even cry.
I don‟t like food that isn‟t soft.
I don‟t like to drink plain water, but I will drink flavored
water.
I don‟t like cold things like ice-cream.
I don‟t like to be ignored.
Things I Will Tolerate, but don’t
really like ………
Time in my walker
Time in my stander
Brushing my teeth
Washing my face (be
careful around my
eyes, it scares me a
little)
Supporting my weight
during transfers from
my chair to other
pieces of equipment.
I can do many things
I can print my name with lots of help from you.
(remember I am left handed)
I will squeeze scissors. You place my adapted scissors
in my hand, put your hand over mine and help me
squeeze.
I can push a switch that will operate the ECU unit to
help chop up my food.
I can touch your hand to let you know I need more
food.
I can choose between two concrete items.
I can choose between two choice cards
I can bounce my bottom to help you pull on my
clothing.
I can help you transfer me from my wheelchair to
another piece of equipment, if I have a transfer
bench.
My Friends
I have many friends here at school. I love to
be close to my friends and watch them.
Here are pictures of some of my friends.
Amanda Anthony Jasmin
Ken Scott Nick
How I Communicate
I cannot use my speech, but
I can communicate.
– I communicate happiness by
smiles and happy squeals.
– I communicate sadness by
crying.
– I communicate that I am
uncomfortable by groaning.
– I communicate choices by
touch or sometimes eye gaze.
Please Understand My
Behaviors
When I am doing something you don‟t want
me to do, tell me, “No”, in a firm voice, but
please don‟t yell at me.
I will cry and groan in pain when the weather
is raining or changing, it makes my muscles
and joints ache. Nurse Sally can give my
Motrin to help make me more comfortable.
I scream when I am upset or angry.
I will push on your arm or body when you
are in my way or blocking my view of
something I want to see.
Let’s Share
What is going on in your schools?
Please visit www.sharedwork.org for
more information on electronic portfolios
or to share your own ideas
Transition and Career Assessment
Practice Group currently a practice group
located temporarily on Pennsylvania‟s
site.
