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Assessing learning outcomes in school with e-portfolio


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