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Electronic Portfolios

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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.

				
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