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CORE Education Breakfast Seminar: ePortfolios
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CORE Education Breakfast Seminar: ePortfolios


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CORE Education Breakfast Seminar in Wellington, March 11, 2011. …

CORE Education Breakfast Seminar in Wellington, March 11, 2011.

Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?

This CORE breakfast session will :

- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback

- Examine professional eportfolios for teachers as they inquire into the impact of their teaching

- Discuss the potential benefits of eportfolios

- Outline the process of what eportfolios look like when supporting learning

- Look at different tools for eportfolios and how you might go about choosing the best for your school

- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios

This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.

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  • 1. A framework for developingePortfolios Nick Rate
  • 2. Step 1: Research • understand the pedagogy • read the literature • talk to the experts • view eportfolios • best practice visits • network with practitioners
  • 3. parents and caregivers as...working withkey partners who have uniqueknowledge of their children and countlessopportunities to advance their children’slearning. The New Zealand Curriculum
  • 4. learn as they engage inStudentsshared activities andconversations with other people... The New Zealand Curriculum
  • 5. ...all students should develop strategiesfor self-monitoring andcollaborative evaluation oftheir performance in relation to suitablecriteria. The New Zealand Curriculum
  • 6. Schools should explore not only howICT can supplement traditional ways ofteaching but also how it can open up newand different ways of learning. The New Zealand Curriculum
  • 7. !"#$%&"()*+#*,))$))-$(&**"(*.$/*0$121(3*Developing students’ assessment capabilitiesMichael Absolum, Evaluation Associates Ltd, AucklandLester Flockton, University of OtagoJohn Hattie, University of AucklandRosemary Hipkins, New Zealand Council for Educational ResearchIan Reid, Learning Media Ltd
  • 8. ...young people should be educated in waysthat support them to assume control oftheir own learningand that they canonly do this if they develop thecapability to assess their own learning. Directions for Assessment in New Zealand
  • 9. ...assessment’s primary function is to supportlearning by generating feedbackthat students can act upon in terms ofwhere they are going, how they are going, andwhere they might go next. Directions for Assessment in New Zealand
  • 10. Parents and the wider school community willalso need to get better atunderstanding assessmentinformation and interpreting it inways that support learning... Directions for Assessment in New Zealand
  • 11.
  • 12. Effective reporting systems will be ones wherestudent voice’ is an integral‘part of the reporting process. Student Led Conferences: How effective are they...?
  • 13.
  • 14. ...a mechanism for both collecting evidence ofthinking and action and as a meansof stimulating and supporting furtherprofessional developmentthrough group discussion andcritique. Digital Portfolios for Teachers
  • 15.
  • 16. Evidence of professional practice thatmeets the criteria will need to beprovided to the teachers’ professionalleaders... Registered Teacher Criteria
  • 17.
  • 18. Teachers also need to develop the self-regulatory skills that will enablethem to monitor and reflect on theeffectiveness of changes they maketo their practice. Teacher Professional Learning and Development
  • 19. evidence from research and from...their own past practice and that ofcolleagues to plan teaching andlearning opportunities... The New Zealand Curriculum
  • 20.
  • 21. ...a fully electronic resource for teachers to usewhilemoderating the judgment of astudents work with a person, groupor cluster of people.
  • 22. mobile devices in the...we can best useWorkspace portfolio, to capturelearning and reflectcontemporaneously (in the middle of thelearning process)... Helen Barrett, 2011
  • 23.
  • 24. If you don’t have an onlinepresence, you won’t appear to berelevant and you will be passed over formore savvy applicants that havevisibility.
  • 25. Step 2: Define Clearly define your: • purpose • vision and beliefs • audience • alignment with broader school vision and beliefs • benefits
  • 26. “An e-portfolio is an electronic formatfor learners to record their work,their achievements and theirgoals, to reflect on theirlearning, and to share and besupported in this.” Banks, 2004
  • 27. “...ideas of what an e-portfolio is arecomplex and to an extent thedefinition and purpose will varydepending on the perspective fromwhich a particular person is approachingthe concept...” JISC ePortfolio Infokit
  • 28.
  • 29.
  • 30. The Accountability ePortfolio The The Process Showcase ePortfolio
  • 31. Process ePortfolio: Supports students towards achievingtheir learning goals.
  • 32. Showcase ePortfolio: Celebrates learning outcomes &shows the highest level of achievement.
  • 33. Accountability ePortfolio: Documents learning forachievement of specific outcomes or standards.
  • 34. Process Showcase se w ca sho Accountability
  • 35. The benefits...The power of ‘student voice’ shouldnot be underestimated. To hear studentsreflecting on their own work, in theirown voice, with their own intonations andexpressions, conveys meaning in a manner thatis simply not possible in written form. Ian Fox 2008
  • 36. ...thesocial networking potentialof the learning landscape and eportfolio-related tools are features that facilitateand enhance the making ofconnections and the linking togetherof people, ideas, resources andlearning... Tosh et al., 2006
  • 37. “ is the quality, not just thequantity, of feedback that meritsour closest attention.” Sadler, 1998
  • 38. “...supporting the general process ofreflection, self-evaluation and actionplanning for lifelong learning...” MOSEP 2007
  • 39. carry their“...students can literallyeportfolio around with them and updateit at any time in any place.” MOSEP, 2007
  • 40.
  • 41. Step 3: Consult Seek input from all stakeholders: • students • teachers • school leadership • curriculum leaders, HODs • parents • BoT • providers
  • 42. Shaping your ePortfolio beliefs Students Staff Parents ePortfolios School BOT Management/ Leadership Expertise
  • 43. Step 4: Framework • an ongoing process for eportfolio construction • reinforces purpose and beliefs • aligned to a pedagogical approach • relationship to formal processes e.g. reports, achievement, appraisal, registration...
  • 44. “ define e-Portfolios as a process,rather than just a product or atechnological system. Attwell, 2007
  • 45. Processes Collect Project purpose Select Collect & organise Reflect Project Select learning Interject personality Reflect metacognitively Inspect to self-assess Perfect & evaluate Connect & conference Inject/Eject personality Respect accomplishments Burke, Fogarty & Belgrade (1994)
  • 46. ePortfolio Learning Cycle Exemplars, creating LI, SC, Students working towards Celebrating success matrices/rubrics new goals in their learning and achievement 1st draft “finished” teachers example of writingpeers Learning Learning Feed back, story Feed back, artifact artifact video feed forward & board feed forward & embedded in embedded inself reflection/self reflection/self portfolio portfolio assessment assessment brainstorm 2nd draft family
  • 47. Exemplars,creating LI, SC, Students working towardsmatrices/rubrics new goals in their learning Learning Feed back, artifact feed forward & embedded in reflection/self portfolio assessment
  • 48. ePortfolio Professional Learning Framework BES Teacher Professional Learning and Development
  • 49. ePortfolio ePortfolioePortfolio ePortfolio ePortfolio
  • 50. ePortfolio Professional Learning Network Expertise Moderation Networking Mentoring Sharing
  • 51. Step 5: Criteria • clarifying the capability required in the eportfolio tool
  • 52. What capability do you need to make this happen? ExpertiseModeration Networking Mentoring Sharing
  • 53. MOE: Digital Portfolios - Guidelines for Beginners
  • 54. Jamin Lietz:
  • 55.
  • 56. Step 6: Tool
  • 57. The dimensions... The Dedicated The Managed The Blogged The Mashed The Saved The Integrated
  • 58. Step 7: Educate Students, teachers, parents, mentors, coaches: • pedagogy • giving effective feedback • setting goals • reflecting and self-assessing • technical how to’s
  • 59. Step 8: Implement • get your eportfolios up and running and integrated into teaching and learning
  • 60. Step 9: Update • digital literacy, internet use policies and user agreements • reporting and assessment guidelines and procedures • appraisal and teacher registration process
  • 61. Step 10: Review • what have you done? • what progress have you made? • what are your key lessons? • what are you next steps?
  • 62. The 10 step plan of attack... Research read the literature, talk to experts, view eportfolios, best practice visits Define clarify and align your purpose, vision, beliefs, audience Consult with your students, teachers, leadership teams and parents Framework a process linking the pedagogy/andragogy to the eportfolio Criteria list the functionality required for your eportfolio tool Tool trial, observe, question, rate and select the best tool or tools Educate training in use of new technologies, giving feedback and change Implement roll out the system to intended group of students and/or teachers Update assessment & digital literacy policies, guidelines & agreements, appraisal Review identify progress, key lessons and next steps
  • 63. Should an eportfolio include all aspects of astudent’s life and learning?
  • 64. What happens when a student leaves school?Transfers? Moves to a new class?
  • 65. Who owns the eportfolio?
  • 66. Are your eportfolios open to the world?
  • 67. Are your parents and teachers ready? Is theprincipal?
  • 68. Do your current policies cater for eportfoliosand use of Web 2.0 tools?
  • 69. Will your eportfolios play a role in reportingachievement against the National Standards?
  • 70. Is one eportfolio system enough or should youuse a mash-up of tools?
  • 71. Is it important for eportfolios in your school tohave a consistent look and feel?
  • 72. Should your school expect the teachers tohave a reflective eportfolio just as the studentsdo?
  • 73. Should students and teachers use the sametool for their eportfolios?
  • 74. Where to next? Join the discussions on the MLE Reference Group: Read MOE ePortfolio Guidelines: Watch the videos: Ian Fox: Helen Barrett: Follow Jamin Lietze’s Journey: Other people to know: Twitter: #eportfolios