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Action Research Project: Electronic Portfolios
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Action Research Project: Electronic Portfolios

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  • The lack of recently published papers in peer-reviewed journals on the topic of electronic portfolios in the elementary setting indicates that the work being done to date is more conceptual in nature than research-based.
  • Students wanted to play a larger role in the creation of the portfolios. They wanted more input

Transcript

  • 1. Literature Review Electronic Portfolios Summer 2010
  • 2. Choice of Topic
    • History of Electronic Portfolios at Shorecrest
    • Hiring of New Principal – Fall 2008
    • Research Questions
      • How can I make our electronic portfolios a meaningful reflection of student work rather than a “memory” showcase.
      • How can I involve students in the creation of the portfolios?
      • How can I help faculty see the importance of collecting work and supporting students when creating the portfolios?
      • What are alternative structures to “contain” or “house” the portfolios other than PowerPoint?
      • How and when should the portfolios be shared with parents and other members of the school community?
  • 3. Data Sources
    • Two Phases of Research
      • Phase I - General Information About Portfolios
      • Phase II - Studies Specific to Elementary Context
    • 37 Resources Reviewed
      • 12 found in peer-reviewed journals
      • 12 published after 2007
    • Research in Elementary Context Very Limited
      • 6 empirical studies (Master’s, Doctoral Work)
      • 3 anecdotals
  • 4. Portfolio Types
    • Showcase or Product Portfolios
      • Examples of student’s best work
      • Selection of pieces is subjective, no set of standards for selecting pieces
      • Construction takes place after work is created
    • Assessment or Cumulative Portfolios
      • Completed over a specific period of time
      • Involves students in self-reflection
      • Framework in place prior to portfolios being completed
    • Learning or Developmental Portfolios
      • Involves students reflecting about process not just product
      • Does not include only best work
      • Work on portfolios completed while projects are in progress
  • 5. Portfolio Users
    • Pre-service Teachers
    • Universities
    • High Schools
    • In-service Teachers
    • Elementary & Middle Schools
  • 6. Benefits to Using Portfolios
    • Actively Engage Students in Thinking About Their Learning
    • Increased Student Motivation
    • Engage Students in Self-Reflection
    • Showcase Student Work
    • Document Student’s Growth Over Time
    • Alternative Form of Assessment
  • 7. Factors to Consider
    • Definition of Purpose
    • Teacher Buy-In
    • Investment in Teacher Training
    • Time Constraints
    • Infrastructure and Logistics
    • Realistic Goals
  • 8. Action Research Project Rediscovering E-Portfolios: A Case for Reflection
  • 9. Project Timeline
  • 10. Voice Thread – 2 nd Grade
    • Four Classes, 72 Students
    • Highlights 2 nd Grade Year: Assessment Portfolio
    • Web 2.0 Tool
      • Easy to use, requires minimal training
      • Versatility in how and when teachers and students could work on portfolios
      • School account
    • Student / Teacher Partnership
      • Both students and teachers select pieces for portfolio
      • Students write and record reflections with teacher assistance
      • Teachers create and organize portfolios with student input
    • Share with Parents Last Week of School
  • 11.  
  • 12.  
  • 13.  
  • 14.  
  • 15. iWeb Portfolios - 4 th Grade
    • Four Classes, 76 Students
    • K-4 Portfolios with Highlight of 4 th Grade Year
    • iWeb
      • Students already trained in how to use tool
      • Templates foster structure, but students can still be creative
      • Can be saved as .html files for students and families
    • Student-Led Partnership
      • Teacher selected pieces from K-3
      • Student selected pieces from 4 th grade
      • Students encouraged to choose best work from all curricular areas
      • Teachers help gather/scan pieces for students
      • Student reflections written for each artifact included for 4 th grade
  • 16.  
  • 17.  
  • 18.  
  • 19.  
  • 20. Data Collection Tools
    • Personal Journal
    • Surveys
      • Initial Faculty Survey
      • Post 4 th Grade Survey
      • Post Parent Survey
      • Post Faculty Survey
    • Interviews
      • 2 nd Grade Group Interviews
    • Work Samples
      • 4 th Grade Reflections, Rubric Scored
  • 21. Data Analysis – Faculty
    • Initial Faculty Survey (February 2010)
      • Need to change the purpose of the portfolios
      • Move away from only showcase portfolios
      • Create portfolios that are useful for teachers
      • Involve students more
    • 2 nd Grade Faculty Follow-up (June 2010)
      • Voice Thread Easy to Use
      • Can Integrate Throughout School Year
      • Student Involvement Important
      • Connection with Families About Curriculum
    • 4 th Grade Faculty Follow-up (June 2010)
      • iWeb Easy for Students to Use
      • Students Motivated to Create Portfolios
      • Reflections Require Direct Instruction
      • Student Connection with Families
  • 22. Data Analysis – 2 nd Graders
    • More variety of pieces from across curriculum.
    • Not just published writing pieces.
    • Highlight seven continents curriculum.
    • More student selection of pieces.
    • Students record independently.
    • Students control more of the design.
    • Add favorite books/book review.
    • Included student photographs.
  • 23. Data Analysis – 4 th Graders 81% 71% 77% 75% 33%
  • 24. Data Analysis – 4 th Reflections
  • 25. Data Analysis – 4 th Reflections
  • 26. Data Analysis - Parents
    • Electronic Survey Sent to 112 Families
      • 10 Questions
      • 21 Families Responded, Representing 27 students
    • 100% Enjoyed Sharing Experience with Child(ren)
    • 95% Portfolios Showcased Student Work
    • 72% Learned Something New About Child as a Learner
    • Child Excitement Rank: 9.38 out of 10
    • Portfolio as Informational Tool: 8.67 out of 10
  • 27. Findings
    • Faculty Buy-In Essential
      • Teachers Help Make Decisions
      • Teachers’ Opinion Impacts Students
    • Faculty Support
      • Training
      • Coverage Time to Work/Plan
      • Assistance with Scanning
    • Voice Thread
      • Work on Portfolios with Students Once a Month
      • Train Students in Recording
    • iWeb
      • Work on K-3 Portions Throughout the Year, Leave 4 th Grade for End of Year
      • Save to School Server
    • Student Reflections
    • Communication with Parents and the Community