Electronic Portfolios Brandman University Educational Applications of Computers Carla Piper, Ed. D. [email_address]
Electronic Portfolio and Themes of Education Reform Teacher accountability to professional certification STANDARDS Authentic ASSESSMENT through portfolios demonstrating achievement of teaching and student learning objectives
Develop skills with TECHNOLOGY by creating portfolio electronically
Teacher Accountability What should 21 st century teachers know and be able to do?
How can teachers show evidence of knowledge, skills, and dispositions?
Teaching Portfolios Document evidence of teacher competencies Guide long-term professional development Barrett, 2000 “ A portfolio is NOT a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflective tool which demonstrates growth over time.”
Competencies may be locally defined or linked to national teaching standards
Technology “ As we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers.” Barrett (2000)
“ Likely solution” for collecting, storing, and managing text, graphics, sound, and video. Lankes (1995)
A Richer Picture Digital Student Portfolio Project Coalition of Essential Schools (1993) Proposed that we create a tool using computer technology that allows us to create a richer picture of what a student (teacher) can know and do Drawbacks of traditional paper portfolios Performance evidence may not be on paper The materials for presentation may not be easily manageable. "What are we going to do with
“ Logistical nightmare of thousands of papers turning brittle and collecting dust“
Why Use Technology? Documents are generally created with a computer anyway. Hypertext links allow clear connections between standards and portfolio artifacts. Can develop skills in using multimedia technologies. Electronic portfolios are fun and it is easier to manage the process, especially storage, presentation, and duplication. Barrett, 1998
Electronic portfolios make student work replayable, portable, examinable, reviewable, and widely distributable.
Artifacts Lesson Plans Linked to Standards Student Subject Matter Content Standards
Professional Teacher Performance Expectations
Digital Photos and Scans Links to Other Documents and Powerpoints
Reflection Written reflections, evaluations, email messages, critiques, recommendations, congratulatory messages, etc.
Peer Coaching and Evaluations
Stages for Portfolio Development Barrett, 2001 Portfolio Development Electronic Portfolio Development Multimedia Development Purpose & Audience 1. Defining the Portfolio Decide Assess Collect Interject 2. The Working Portfolio Design Plan Select Reflect Direct 3. The Reflective Portfolio Develop Inspect Perfect Connect 4. The Connected Portfolio Implement Evaluate Respect 5. The Presentation Portfolio Present Publish
My Portfolio in Blackboard
Add personal artifacts to be included in your future portfolio
Defining the Personal Portfolio Based on Teacher Performance Expectations Add portfolio pages for each TPE Making Subject Matter Comprehensible Assessing Student Learning Engaging and Supporting Students Creating Effective Environments
Developing as a Professional
Add Personal Portfolio Add Personal Portfolio with your name in title
Modify portfolio at anytime throughout your credential program.
Adding Portfolio Pages for each TPE
Adding Personal Artifacts Add through personal artifacts section
Add directly to portfolio page
The Working Portfolio Save files electronically in folders for each class on your computer and usb drive Add artifacts to the portfolio regularly Throughout the credential program, submit signature assignments and marked *artifacts from each course. Add reflections and explanations of artifacts to help you as you refine your portfolio.
At the end of your program, select those artifacts that best demonstrate your proficiency for each TPE.
The Reflective Portfolio Add explanations and descriptions of each artifact submitted. Select which TPE best fits your artifact. Reflect on how each artifact demonstrates your proficiency with the chosen TPE.
You can always go back and make changes as you go through the credential program.
Questions for Reflection Why have I included these artifacts in my portfolio? How do these artifacts demonstrate my competency with this standard? In what ways might each artifact demonstrate appropriate teaching practice? How will these websites help me meet this standard?
How might I build on these proficiencies with this standard and improve my teaching in the future?
Reflections Type reflections in “add personal artifact” textbox
Type reflections in a document and attach as an artifact
The Connected Portfolio At the end of the credential program, go through your artifacts and select the best demonstration of proficiency for each standard. Make clear connections in your reflection between the artifact, its purpose, and its value in meeting standards.
Be discriminating and select the best evidence for each professional standard.
Determine Best Evidence At the end of your program, you will have many artifacts.
Pick the artifacts that best represent your proficiency with each TPE section.
Header and Style You will select a “style” when you begin the portfolio process, but this can be edited at anytime. You will create a header with your photo, personal introduction, etc. As you edit, you may lose the header You may wish to change your portfolio style
Before you complete the final portfolio, you will want to make sure your header is complete with photo and personal information.
The Presentation Portfolio Prepare your portfolio for final evaluation. Check the Exit Portfolio rubric. You may be asked to share your portfolio with faculty members, academic advisors, or instructors. Electronic portfolio not required for exit at this time (2010).
Have your portfolio ready to show in your exit interview.