Eportfolio A Valuable Individual Group Institution Learning Assessment

E-portfolio… A Valuable Individual, Group, & Institution Learning & Assessment Tool Presentation by: Sonja Garris-Taylor Wednesday, - June 20, 2012 Howard University Middle School of Mathematics and Science (MS)² Howard University Washington, DC

Definition of E-portfolios An e-portfolio is a digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution (Lorenzo & Ittleson, 2005, p. 1).

3 General Purposes for Developing & Using E-portfolios • Learning (Formative) Portfolios (occurring on an on-going basis) • Assessment (Summative) Portfolios (occurring within the context of a formal evaluation) • Employment (Marketing) Portfolios (used for seeking employment) (Barrett, 2001, p. 1)

Education E-portfolios may be design to be used by the following individual, group, and or institution learners: - Students - Teachers - Schools

Education E-portfolio Contents • Think of an education e-portfolio as an electronic container that operates via electronic technologies and purposely contains an on-going collection of students , teachers, and/or institutions work (artifacts) and their reflections on that work. • The contained reflections transform the artifacts into “evidence” of achievement.

Education E-portfolio Digital Information Contents • The contained artifacts can be in text-based, graphic or other multimedia formatted elements (i. e. ; audio, video, etc. ). • The contained elements may be archived and saved on a Web site or other electronic media (i. e. ; Partitioned Hard Drive, CD-ROM or DVD). http: //www. howard. edu/ms 2/student_eportfolio. htm

Education E-portfolio Digital Information Contents • Education E-portfolios are not a haphazard collection of artifacts (i. e. ; digital scrapbook or a multimedia presentation). • Education E-portfolios differ from digital scrapbooks due to the way they are structurally organized.

Education E-portfolio Digital Information Contents • Education E-portfolios are organized by the following criteria: – A set of standards or learning goals – The learner’s reflections (their achievements of the standards, rationale for selecting specific artifacts, and portfolio as a whole)

Student Education E-portfolio • Reflective tool that exhibits the student’s effort, progress and achievements in one or more areas over a designated period of time. Examples include the following: – Graphic bar chart of students standardized assessment scores over the period of 5 th thru 8 th grades. – Mastery of verbal communication skills via video taped interviews each consecutive academic year.

Education E-portfolios • Education E-portfolios can be designed to function as a performance-based or standards-based assessments.

Performance-based Education E-portfolios • Performance-based E-portfolios contain generated artifacts and reflections that transform the artifacts into evidence of achievement. Artifacts Reflections Evidence

Performance-based Education E-portfolios Characteristics of a performance-based education E -portfolios are as follows: – Student is involved in meaningful performance tasks – There are clear standards and criteria for excellence – Emphasis is on meta-cognition and self-evaluations – Student produces products (artifacts) and performance – There’s a positive interaction between student and teacher

Education Standards-based E-portfolios • Uses a database or hypertext links to show relationship between standards or goals, artifacts and reflections. • Create linkages between student tasks and performance assessments, with associated scoring guides, and standards that were designed to demonstrate.

Education E-portfolios • As E-portfolios are learner centered, the collection of contents must include the student’s participation in the following: – Selecting contents – The criteria for selection – The criteria for judging merit (i. e. ; rubrics) – Evidence of student selection

Teaching E-portfolios • Derived from paper-based teaching and course portfolios • Can serve as documentation of skills and accomplishments for career advancement • Can be used for critical reflection and learning purposes (i. e. ; collective learning and knowledge sharing)

Teaching E-portfolio Issues and Challenges • Can present information overload • Faculty Professional Development Technology Training • Copyright and privacy issues • Faculty adoption/buy-in issues Note: Teaching E-portfolio ‘s content can receive input from student Eportfolios and its content can serve as input to institutional/schools’ E-portfolios.

School E-portfolios • Institutional E-portfolios incorporate student and teaching E-portfolios as well as a wide range of programs and departments. • Typically present “a focused selection of authentic work, data, and analysis that demonstrates institutional accountability and serves as a vehicle for institution-wide reflection, learning, and improvement. (Lorenzo & Ittleson, 2005, p. 5)

School E-portfolio Issues and Challenges • Use permission: can be resolved via subject release forms • Complexity and scope effort: institutional e-portfolios require significant organizational development and maintenance efforts. • Assembling the right team: requires the building of an effective and knowledgeable institutional research staff, web developer(s), graphic designers, and technically skilled staff (i. e. ; analyst, multimedia , database construction and maintenance, etc. )

Benefits of Developing & Using E-portfolios for Students or Teachers Minimal storage space Easy to create back-up files Portability Long shelf life Learner-centered Increases technology skills (i. e. ; multimedia) Improves higher order thinking skills Easier to make arguments that certain standards are met with the use of hypertext links • Accessibility and ease of documenting, tracking and reporting student outcomes. • •

Developing & Implementing Education E-portfolios • It is recommended that the integrative use of the ADDIE instructional design and E-portfolio Multimedia Development Process methodologies be used to develop and implement an education E-portfolio.

ADDIE Stages of Instructional Design Analysis Evaluation Implementation Design Development

Stages of E-portfolio Multimedia Development Process • • • Assess/Decide Design/Plan Develop Implement Evaluate

E-portfolio Multimedia Assess/Decide Stage of Development Focus is on the needs assessment of the audience, the presentation goals, and the appropriate tools for the final portfolio presentation.

E-portfolio Multimedia Design/Plan Stage of Development Focus is on organizing or designing the presentation. 1. Determine audience-appropriate content, software, storage medium, and presentation sequence. 2. Produce and use flow charts and story boards

E-portfolio Multimedia Develop Stage of Development 1. Gather materials to include in the presentation. 2. Organize the materials’ sequence (or use hyperlinks) using an appropriate authoring program.

E-portfolio Multimedia Implement Stage of Development Developer presents the e-portfolio to the intended audience.

E-portfolio Multimedia Evaluate Stage of Development Focus is on evaluating the presentation’s effectiveness in light of its purpose and the assessment content.

Sample Education E-portfolio Development Tools • No digital artifacts and some video tape artifacts • Word processing files • Power. Point presentations • Adobe Acrobat PDF files • HTML-based web pages • Multimedia authoring programs (i. e. ; Macromedia Director)

Suggested Education E-portfolio Functional Operations • Collection – teachers and students save artifacts that represent day -to-day growth opportunities • Selection – teachers and students review and evaluate the saved artifacts and identify those that demonstrate achievement of specific standards. • Reflection – teachers and students become reflective practitioners by evaluating their own growth over time--- including any gaps in their achievement • Projection – teachers and student compare their reflections to the standards and performance indicators, and set goals for the future (beginning of professional development and lifelong learning). • Presentation – teachers and students share their portfolios with their peers encouraging collaboration, professional development, and lifelong learning.

References Barrett, Helen C. (2001). Electronic portfolios – a chapter in Education Technology; an encyclopedia to be published by ABCCIO, 2001. Retrieved June 17, 2012 from http: //electronicporfolios. com/portfolio/encylopediaentry. htm Lorenzo, George & Ittleson, John. (2005, July). An overview of e-portfolios. Retrieved June 17, 2012 from http: //net. educause. edu/ir/library/pdf/ELI 3001. pdf