Assessing a Professional ePortfolio  for Second Language Learners Elaine Martyn English Centre, University of Hong Kong
<ul><li>Assessing a professional  </li></ul><ul><li>English ePortfolio </li></ul><ul><li>(2 nd  LLs) </li></ul>Performance...
ePortfolio <ul><li>Outcomes   </li></ul><ul><li>Archive </li></ul><ul><li>Organize  </li></ul><ul><li>Reflect  </li></ul><...
A case study <ul><li>The course & eportfolio </li></ul><ul><li>Assessment </li></ul><ul><li>Issues </li></ul>Individual le...
1. The course & eportfolio <ul><li>Professional English for Arts Students : </li></ul><ul><li>~ 1300 year 2 university stu...
History  <ul><li>1999   - course introduced with paper portfolio </li></ul><ul><li>2002   - eportfolio introduced  (some p...
ePortfolio objectives <ul><li>to construct a coherent & positive image of self appropriate to a target job or field </li><...
Course web
Sample portfolio
Professional English for Arts Students (PEAS) <ul><li>Professional portfolios are an increasingly common way of presenting...
A parallel process   <ul><li>Career Exposure Project </li></ul><ul><li>Preparation & contact/ </li></ul><ul><li>Develop co...
2. Assessment - holistic <ul><li>Content  </li></ul><ul><li>Communication </li></ul><ul><li>Alignment between course goals...
Holistic Objectives <ul><li>The e-portfolio should demonstrate a student’s ability to:  </li></ul><ul><li>Content </li></u...
Holistic Objectives <ul><li>The e-portfolio should demonstrate a student’s ability to:  </li></ul><ul><li>Communication </...
Holistic Assessment  ( excerpts) <ul><li>A+, A, A-  Excellent in all aspects, showing originality and creativity. </li></u...
Holistic Assessment  ( excerpts) <ul><li>A+, A, A-  Excellent in all aspects, showing originality and creativity. </li></u...
Holistic Assessment  ( excerpts) <ul><li>C+, C, C-  Complete, satisfactory and mostly targeted at a specific post/field. <...
Holistic Assessment  ( excerpts) <ul><li>C+, C, C-  Complete, satisfactory and mostly targeted at a specific post/field. <...
Holistic Assessment  ( excerpts) <ul><li>C+, C, C-  Complete, satisfactory and mostly targeted at a specific post/field. <...
Self-introduction video <ul><li>Content </li></ul><ul><li>identify three key competencies, skills and/or qualities that ar...
<ul><li>Formative assessment/ feedback from </li></ul><ul><li>Self </li></ul><ul><li>Peers </li></ul><ul><li>Teachers </li...
Teacher concerns  -  2004 <ul><li>One section of the  Teachers’ Resource Web  for the course was designed to focus on asse...
<ul><li>Standardization </li></ul><ul><li>clarifying specifications for individual documents & overall portfolio construct...
Efficiency & convenience <ul><li>An online marking vehicle, the  Teachers Report Assistant,  with drop-down menus for each...
Core assessment issues <ul><li>Alignment between goals & assessment criteria </li></ul><ul><li>Standardization & reliabili...
Alignment between goals &  .   assessment criteria <ul><li>mode of presentation </li></ul><ul><li>(appropriacy of an eport...
Standardization & reliability .  of assessment <ul><li>Holistic assessment </li></ul><ul><li>number & variety of documents...
Efficiency (& convenience) of    .  assessment procedures <ul><li>lack of familiarity with online marking </li></ul><ul><l...
Ongoing developments . . . <ul><li>refine/reorganization of rubrics  </li></ul><ul><ul><li>Content – appropriacy, creativi...
Next . . . <ul><li>Research  </li></ul><ul><ul><li>Reliability & standardization </li></ul></ul><ul><ul><li>Qualitative & ...
eportfolios & assessment <ul><li>Vision </li></ul><ul><li>Challenge </li></ul><ul><li>Risk </li></ul>
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Ed Media 2007 Van

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June 2007

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Transcript of "Ed Media 2007 Van"

  1. 1. Assessing a Professional ePortfolio for Second Language Learners Elaine Martyn English Centre, University of Hong Kong
  2. 2. <ul><li>Assessing a professional </li></ul><ul><li>English ePortfolio </li></ul><ul><li>(2 nd LLs) </li></ul>Performance/ outcomes based assessment (OBA) - Writing . - Speaking Experiential learning process: - Online - Community (workplace) ePortfolio ~ mediator - Access to knowledge, interaction, negotiation - Processing of knowledge, skills, awareness, . . . - Presentation of multi-media outcomes/evidence
  3. 3. ePortfolio <ul><li>Outcomes </li></ul><ul><li>Archive </li></ul><ul><li>Organize </li></ul><ul><li>Reflect </li></ul><ul><li>Select </li></ul><ul><li>Display </li></ul><ul><li>Potential </li></ul><ul><li>Empowerment </li></ul><ul><li>Autonomy </li></ul><ul><li>Creativity </li></ul><ul><li>Integration of learning & experience </li></ul>Competencies /standards/  audience Individual ownership learner focus  conflict or complement?
  4. 4. A case study <ul><li>The course & eportfolio </li></ul><ul><li>Assessment </li></ul><ul><li>Issues </li></ul>Individual learner experience Structured . OBA
  5. 5. 1. The course & eportfolio <ul><li>Professional English for Arts Students : </li></ul><ul><li>~ 1300 year 2 university students </li></ul><ul><li>3 years of full eportfolio implementation </li></ul><ul><li>Required English enhancement course </li></ul><ul><li>Preparation for workplace on graduation </li></ul><ul><li>Career Exposure Project ☼ eportfolio </li></ul>
  6. 6. History <ul><li>1999 - course introduced with paper portfolio </li></ul><ul><li>2002 - eportfolio introduced (some portfolio) </li></ul><ul><li>2004 - eportfolio with AV (some portfolio + AV) </li></ul><ul><li>2005 - ALL eportfolio (with AV), optional online . feedback - Teachers’ Report Assistant </li></ul>2007 - open source software (Sakai) - required online marking - automated grade record -automated report to student
  7. 7. ePortfolio objectives <ul><li>to construct a coherent & positive image of self appropriate to a target job or field </li></ul><ul><li>to give evidence from experience to demonstrate claims of competence (oral & written) & learning </li></ul><ul><li>to integrate learning experiences, reflect on them, identify weaknesses & means to overcome them </li></ul><ul><li>to develop awareness of English expectations in specific workplaces & course assessment criteria </li></ul>
  8. 8. Course web
  9. 9. Sample portfolio
  10. 10. Professional English for Arts Students (PEAS) <ul><li>Professional portfolios are an increasingly common way of presenting information on projects or on your own career. </li></ul><ul><li>In the PEAS course, we ask you to prepare a professional e-portfolio about yourself and your learning experience during the Career Exposure Project. </li></ul><ul><li>The e- portfolio </li></ul><ul><li>Your portfolio should be professionally presented. This means every element should be carefully prepared and selected with attention to your target field, the accuracy of the language and media factors. Pay attention to the overall impression given by your homepage . </li></ul><ul><li>Task Prepare your project portfolio. </li></ul><ul><li>Resources </li></ul><ul><li>Assessment guidelines </li></ul>
  11. 11. A parallel process <ul><li>Career Exposure Project </li></ul><ul><li>Preparation & contact/ </li></ul><ul><li>Develop communication skills </li></ul><ul><li> </li></ul><ul><li>Career Exposure Day </li></ul><ul><li> </li></ul><ul><li>Reporting </li></ul><ul><li>(Oral presentation & eportfolio) </li></ul><ul><li>eportfolio development </li></ul><ul><li>Begin portfolio / </li></ul><ul><li>Develop communication skills </li></ul><ul><li>(written & oral) </li></ul><ul><li> </li></ul><ul><li>Demonstrate skills </li></ul><ul><li> </li></ul><ul><li>Reflect on process/refine </li></ul>
  12. 12. 2. Assessment - holistic <ul><li>Content </li></ul><ul><li>Communication </li></ul><ul><li>Alignment between course goals, content, learning process & assessment (Biggs, 1999) </li></ul><ul><li>Whole portfolio </li></ul><ul><li>each item </li></ul>
  13. 13. Holistic Objectives <ul><li>The e-portfolio should demonstrate a student’s ability to: </li></ul><ul><li>Content </li></ul><ul><li>present a positive professional self-image targeted at a specific post/field through a relevant, organized, and coherent set of documents (some required, some self-selected) </li></ul><ul><li>prepare a variety of employment-related document types in at least two types of media, i.e., written text and video. </li></ul><ul><li>demonstrate personal qualities, skills, competencies, qualifications, experience, etc. relevant to the target post/field (via the content of various documents). </li></ul><ul><li>reflect on the learning experience on the Career Exposure Project (including preparation of the e-portfolio), and on the selection/presentation of details and documents within the e-portfolio. </li></ul>
  14. 14. Holistic Objectives <ul><li>The e-portfolio should demonstrate a student’s ability to: </li></ul><ul><li>Communication </li></ul><ul><li>use clear, concise, accurate, and appropriate English for a professional context. </li></ul><ul><li>use appropriate formatting conventions in each type of document to create a balanced and reader-friendly visual impact. </li></ul>
  15. 15. Holistic Assessment ( excerpts) <ul><li>A+, A, A- Excellent in all aspects, showing originality and creativity. </li></ul><ul><li>Content : Appropriate and specific with relevant and concrete information on experiences and accomplishments clearly targeted at a specific post/field. Creative/interesting and unique. Taken together, the documents (including the individually selected items) demonstrate a clear understanding of the purposes of the portfolio, projecting both a positive professional image and a reflective learning orientation. </li></ul>
  16. 16. Holistic Assessment ( excerpts) <ul><li>A+, A, A- Excellent in all aspects, showing originality and creativity. </li></ul><ul><li>Communication: Clear, concise, fully comprehensible, and almost always accurate English (in grammar and pronunciation) with a wide variety of vocabulary and grammatical structures appropriate to each document type. Structure (organization), intonation, and stress focus attention on key points. Confident and professional in language and design. </li></ul>
  17. 17. Holistic Assessment ( excerpts) <ul><li>C+, C, C- Complete, satisfactory and mostly targeted at a specific post/field. </li></ul><ul><li>Content: Fairly appropriate and some specific and relevant information on experiences and accomplishments that somewhat target a post/field. Shows a fair degree of awareness of employment expectations, although it may contain some irrelevant or negative information, or lack sufficient relevant individually selected items. Taken together, the documents project a fairly positive professional image and learning orientation. </li></ul>
  18. 18. Holistic Assessment ( excerpts) <ul><li>C+, C, C- Complete, satisfactory and mostly targeted at a specific post/field. </li></ul><ul><li>Communication: Fairly clear, though some documents may be too long or short. Lacks overall structure or clear organization in a number of documents. Lack of accuracy (in grammar and pronunciation) may limit comprehension in some documents. A fairly acceptable range of vocabulary and grammatical structures used appropriate in different documents. Acceptably confident in language and design. Able to reflect on learning experience in a general manner. </li></ul>
  19. 19. Holistic Assessment ( excerpts) <ul><li>C+, C, C- Complete, satisfactory and mostly targeted at a specific post/field. </li></ul><ul><li>Communication: Fairly clear, though some documents may be too long or short. Lacks overall structure or clear organization in a number of documents. Lack of accuracy (in grammar and pronunciation) may limit comprehension in some documents. A fairly acceptable range of vocabulary and grammatical structures used appropriate in different documents. Acceptably confident in language and design. Able to reflect on learning experience in a general manner. </li></ul>
  20. 20. Self-introduction video <ul><li>Content </li></ul><ul><li>identify three key competencies, skills and/or qualities that are required, expected, or preferred for the target post/field. </li></ul><ul><li>demonstrate these by giving evidence from experience, for example., as a student, worker, or volunteer. </li></ul><ul><li>Content </li></ul><ul><li>present a concise (3 min.) statement in clear English, focusing on accurate pronunciation, appropriate intonation and stress. </li></ul><ul><li>present a confident, positive and professional image visually through facial expression, and 'eye contact' with the viewer. </li></ul>
  21. 21. <ul><li>Formative assessment/ feedback from </li></ul><ul><li>Self </li></ul><ul><li>Peers </li></ul><ul><li>Teachers </li></ul><ul><li>Summative assessment from </li></ul><ul><li>(Peers – monitored by teacher) </li></ul><ul><li>Teacher </li></ul>
  22. 22. Teacher concerns - 2004 <ul><li>One section of the Teachers’ Resource Web for the course was designed to focus on assessment & two of the key areas of concern: </li></ul><ul><li>Standardization </li></ul><ul><li>Efficiency and convenience </li></ul><ul><li>‘ Summative assessment in higher education: Practices in disarray’ Knight’s (2002) </li></ul>
  23. 23. <ul><li>Standardization </li></ul><ul><li>clarifying specifications for individual documents & overall portfolio construction </li></ul><ul><li>showcasing ‘permanent’ exemplars or ‘benchmark ‘ documents & portfolios </li></ul><ul><li>strengthening teachers’ awareness of requirements, expectations & choices involving individual documents, & the overall e-portfolio </li></ul><ul><li>guiding teachers through the process & logic of e-portfolio assessment </li></ul><ul><li>aiding teachers in offering more consistent assessment & feedback to students </li></ul>
  24. 24. Efficiency & convenience <ul><li>An online marking vehicle, the Teachers Report Assistant, with drop-down menus for each e-portfolio component (not required) </li></ul><ul><li>to help to standardize the type of feedback & level of detail provided to students </li></ul><ul><li>allows teachers to add & individualize the comments to be used (download & customize freeware on computer) </li></ul><ul><li>allows teachers to hear/view audios & videos or read documents in student e-portfolios while selecting or typing feedback for students simultaneously </li></ul>
  25. 25. Core assessment issues <ul><li>Alignment between goals & assessment criteria </li></ul><ul><li>Standardization & reliability of assessment </li></ul><ul><li>Efficiency (& convenience) of assessment procedures </li></ul><ul><li> Especially for teachers </li></ul>
  26. 26. Alignment between goals & . assessment criteria <ul><li>mode of presentation </li></ul><ul><li>(appropriacy of an eportfolio for purpose) </li></ul><ul><li>learning process vs. outcome </li></ul><ul><li>(developmental vs. display of competency /standards/benchmarks) </li></ul><ul><li>audience (self, teacher, employer, etc.) </li></ul><ul><li>fit: criteria vs. documents </li></ul>
  27. 27. Standardization & reliability . of assessment <ul><li>Holistic assessment </li></ul><ul><li>number & variety of documents </li></ul><ul><li>purpose of items (e.g., resume vs. reflection – outcome vs. process) </li></ul><ul><li>written vs. spoken (including facial expression) </li></ul><ul><li>technological impact – multi-literacies </li></ul><ul><li>need for ongoing training (new teachers, tech.) </li></ul>
  28. 28. Efficiency (& convenience) of . assessment procedures <ul><li>lack of familiarity with online marking </li></ul><ul><li>technological problems </li></ul><ul><ul><ul><li>AV formats </li></ul></ul></ul><ul><ul><ul><li>speed of internet connection </li></ul></ul></ul><ul><li>time-consuming </li></ul><ul><li>Teachers’ Report Assistant </li></ul><ul><li>http:// www.rayslearning.com/report.htm </li></ul>
  29. 29. Ongoing developments . . . <ul><li>refine/reorganization of rubrics </li></ul><ul><ul><li>Content – appropriacy, creativity, focus & cohesiveness </li></ul></ul><ul><ul><li>Communication – clarity & conciseness, structure, professional impact </li></ul></ul><ul><ul><li>scores for each sub-scale </li></ul></ul><ul><li>online marking – secure web-based form: </li></ul><ul><ul><li>assessment feedback </li></ul></ul><ul><ul><li>automated recording & calculation of grades data base of results </li></ul></ul><ul><ul><li>feedback results sent directly to students </li></ul></ul>
  30. 30. Next . . . <ul><li>Research </li></ul><ul><ul><li>Reliability & standardization </li></ul></ul><ul><ul><li>Qualitative & quantitative data analysis </li></ul></ul>
  31. 31. eportfolios & assessment <ul><li>Vision </li></ul><ul><li>Challenge </li></ul><ul><li>Risk </li></ul>

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