E-Portfolios for Students

Talitha Hudginsthudgins@media.utah.edu

Learning Outcomes

Participants will Understand- The purposes for, and different types of, portfolios. Examples of and uses for different items that might

be included in a student portfolio. Components of a portfolio designed to assess

student learning that results from a project. How to create an electronic portfolio using

PowerPoint, and other document formats such as PDF, Web, Excel.

What is a Portfolio

Rick Stiggins (1994) defines a portfolio as a collection of student work that demonstrates achievement or improvement.

Northwest Educational Regional Laboratory offers a similar definition:– A purposeful collection of student work that

illustrates effort, progress, and achievement.

Therefore, a Portfolio is:

A collection of students’ work, which demonstrates their skills and accomplishments.

It is more than just a group of projects and papers stored in folders.

It is used to demonstrate students’ achievements in one subject area or across the curriculum.

Why an “electronic” Portfolio

Sheingold (1992), “argues using technology to store student portfolios, can make their work portable, accessible, and more easily and widely distribute. We can also replay performance works anytime.”

Using ePortfolios

Information is easily stored in a computers hard drive, floppy disk, CD, or other means.

ePortfolios enhance computer and technology skills. Experienced gained:

– Creating– Selecting– Organizing– Editing – Evaluating the portfolios

Students gain a sense of empowerment by displaying, sharing, and presenting their ePortfolios to teachers, parents, and the community.

Professional or Student

State of Utah is piloting portfolios for preservice teachers.

Portfolios may eventually be used for teachers in the re-licensure process.

This class is focused on STUDENT portfolios, and specifically for assessment.

A Portfolio Should Include

Learner goals– Curriculum standards

Guidelines for selecting materials Work samples Teacher feedback Self-reflection Criteria for evaluating work

Provided by the teacher explicitly or implicitly, or developed by students.

Assessment of ePortfolios

Use rubrics to assess the quality of students work.– a criteria-rating scale, allowing teachers to track

student performance.– Students are empowered with the knowledge of

what is expected.

Performance DescriptionChecklist of ArtifactsRubric

ePortfolio Design

Title Card– Name of student– Age of student– School year– Teacher

Table of Contents Information Cards

– Contains the different sections or information– Align with Curriculum Standards

Files Included in an ePortfolio

Text– Displays student thinking

Images– Conveys a message without words

Sound – Shows oral communication

Video– Shows presentations and performances

Basic Equipment for ePortfolios

Digital CameraScannerComputer

Multimedia Software ProgramsWeb Authoring Systems

Types of Portfolios

Working– Contains documents students are currently

working on or have recently completed.

Display– Showcase of the student’s best work.

Assessment– Demonstrates that the student has met specific

standards or learning outcomes.

Examples

http://www.ideasconsulting.com/dp

http://www.essdack.org/port/examples.html

Making ePortfolios Work for You

Use of technology – What and how is media used? How is it supported?

Logistics – What time, space, and resources are needed to collect and reflect on the work?

Culture – What else in the school has to change for the portfolio to be valued and

valuable?

Five stages to Building an ePortfolioStage 1

Defining the portfolio– Identify the purpose– Identify the standards– Identify the audience

Teacher probably does this

Building an ePortfolioStage 2

Developing the Working Portfolio– Select The software development tools– Identify the storage and presentation medium– Identify and collect the artifacts that meet the

standards

May be teacher OR student

Building an ePortfolioStage 3

Reflecting on the Portfolio– Write reflective statements on each artifact and

on achieving each standard. Elaborate on why the artifact was selected, its meaning,

and value in the portfolio.

– Set learning goals for the future.

Probably done by student

Building an ePortfolioStage 4

Connecting the Portfolio– Organize the artifacts– Create navigational links between artifacts and

standards, etc.

Probably done by student

Building an ePortfolioStage 5

Presenting the Portfolio– Share the portfolio with the appropriate audience.

Evaluate the portfolio with regard to its purpose.

Student

Student and Teacher

Summary

Electronic portfolios are a technology based form of authentic student based assessment. They are a collection of student work over a period of time. The benefits include clear set standards or expectations, quick access, easy storage and increased technology skills.

Now, Lets get to Work

Develop an ePortfolio using PowerPoint. Include:

– Home page– Goals, philosophy, rubric, curriculum standards.– 8-10 slides– Images, text, sound– Links