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Assessing learning outcomes in school with e-portfolio
 

Assessing learning outcomes in school with e-portfolio

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    Assessing learning outcomes in school with e-portfolio Assessing learning outcomes in school with e-portfolio Presentation Transcript

    • Using social media for portfolio-based assessment of learning outcomes in informatics
      Mart Laanpere, KairiAinjärv
      Tallinn University, Estonia
    • 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
    • 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
    • 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
    • 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)
    • 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 (Wordpress.com, blogspot.com), wiki, MySpace, Google
    • 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?
    • 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
    • Results
      Approximately similar amount and frequency of posts/evidences in portfolios
      No differences between boys and girls
      Self-selected: blog (6), Google Sites (3), rate.ee (3), box.net (2)
      Elgg: 230 posts (most done in lessons), 26 completed portfolios (out of 34)
      Elgg users needed significantly more help/scaffolding in the beginning
    • Results
      Peer assessment of portfolios based on rubric developed by teacher:
    • 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