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.