Assessing learning outcomes in school with e-portfolio
Using social media for portfolio-based assessment of learning outcomes in informatics<br />Mart Laanpere, KairiAinjärv<br />Tallinn University, Estonia<br />
The status of informatics in the national curriculum in Estonia<br />1986: programming as “the second literacy” (plenum of Communist Party)<br />1996: the first national curriculum, informatics as an elective subject and ICT as a cross-curricular theme<br />2002: new national curriculum, cross –curricular theme ‘ICT and media’<br />2002-2005: national tests of ICT literacy for 9th grade<br />
The “new informatics” 2011 <br />New national curriculum 2011: informatics as an elective subject<br />Grade 6: learning with computers<br />Grade 9: information society technologies<br />Grade 10: using computers for inquiry<br />Grade 11: basics of programming<br />Compulsory: portfolio-based assessment of learning outcomes in informatics<br />Cross-curricular theme ‘Technology & Innovation’, project-based learning<br />
Expected learning outcomes (G6)<br />Navigates in user interface<br />Publishes documents in various formats<br />Finds and re-uses Web content<br />Stores, copies and archives the files <br />Creates presentations<br />Represents data using tables and diagrams<br />Is aware of health-related threats<br />Protects her online privacy and identity<br />
E-portfolio<br />A portfolio is a collection of work that a learner has collected, selected, organized, reflected upon, and presented to show understanding and growth over time. Additionally, a critical component of a portfolio is the combination of a learner's reflection on the individual pieces of work (often called artifacts), as well as an overall reflection on the story that the portfolio tells. (Barrett, 2006) <br />
Portfolio software<br />Portfolio modules within Learning Management Systems (e.g ANGEL, Moodle): closed, expensive, complex<br />Portfolio systems (e.g. Mahara, Elgg): server hosting issue<br />DIY Personal Learning Environment with social media: blog (Wordpress.com, blogspot.com), wiki, MySpace, Google <br />
Research questions<br />What are the advantages and disadvantages of e-portfolio as a method and tool for assessing the learning outcomes in basic school informatics course?<br />What are the suitable evaluation criteria and procedures for informatics-related e-portfolios based on social media?<br />What are advantages of Elggvs self-selected social media tools as the basis for creating learner portfolios?<br />How should Elgg be adapted in case one plans to use it as a platform for building e-portfolios in school settings?<br />
Method and sample<br />Comparative action research in two rural schools: concept, platform, pilot course, assessment of learning outcomes<br />Kairi works as informatics teacher in both<br />Two groups of 8th grade students: 14 + 25<br />One group was allowed to select their own tool for creating e-portfolio, the other group was using Elgg<br />4 weeks testing period<br />
Results<br />Approximately similar amount and frequency of posts/evidences in portfolios<br />No differences between boys and girls<br />Self-selected: blog (6), Google Sites (3), rate.ee (3), box.net (2)<br />Elgg: 230 posts (most done in lessons), 26 completed portfolios (out of 34)<br />Elgg users needed significantly more help/scaffolding in the beginning<br />
Results<br />Peer assessment of portfolios based on rubric developed by teacher:<br />
Conclusions<br />If Elgg or Mahara hosting is an issue for school, DIY social media portfolios are a viable solution<br />Assessment rubric helps to assess portfolios<br />Elgg needs adaptations: a separate portfolio page, learning outcomes as categories that can be added to postings and files, summary page for teacher<br />
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