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Collect, Select, ReflectSTAGES OF PORTFOLIO ASSESSMENT ANDDEVELOPMENT IN THEABE/ESOL CLASSROOMPRESENTED BY PATTY BALL AND JANET PIRACHA, NE SABES
Stages of Portfolio Development Stage Four: Evaluate the process and revise Stage Three: for future use. Implement portfolio Stage Two: Plan assessment for process of portfolioStage one: Decide assessmentwhether portfolioassessment Iconsistent withyour teachingphilosophy
STAGE ONE: Is portfolio assessment for me?Clarify your beliefs about Literacy• How do these beliefs influence how you work with students?Clarify the purpose of assessment• What is the relationship between assessment and instruction?
STAGE TWO: Planning for the portfolio process of collecting, selecting and assessing.Decide the content areas and the types ofmaterials you and the learners will collect.Decide on a schedule for developing portfolios.Decide on the criteria for choosing materials tomove from folder to portfolio.Develop a process for moving material fromfolder to portfolio.Develop criteria and process for assessingportfolios.
STAGE THREE: Implement portfolio assessment Introduce the concept to your students at the beginning of instruction as an integral part. Create folders and journals: ways to capture the process and the product of learning. Apply the criteria for moving materials from folders to portfolios. Move materials from folders to portfolios Assess the portfolios
STAGE FOUR: Evaluate the process and revise for future use.
Do You Need to DigitizeIts not about the technology. A portfolio doesn’t have to be digital butpictures, video and audio change the whole experienceStudents love creating videos and finding and adding picturesThey can often talk about what and how they are learning much betterthan they can write it, so recording their reflections creates a rich pictureof their learningAudiences love seeing the growth over time that video and picturescapture so well
Benefits of e-PortfoliosThey can be shared and accessed and displayed anywhereMedia rich - can incorporate videos, pictures and other multi-media (audio)Interactive – allow students/instructors to post comments, reflectionseasy to maintain, change, and updateImprove learners IT skills (aid in employability)Guide students to develop desired attributes, outcomes or skillsFacilitate communication and collaboration
Other BenefitsAllows individuals to store digital evidence—text,screen capture, photos, video and/or audio—oftheir lifelong, learning journey in a format thatcan be reused for a variety of purposesIdea is to capture content through the use of thepersonal device they carry with them e.g., amobile phone or tablet or similar technology
Different needs pull e-Portfolio efforts in different directions How do we move as a Are teachers prepared? agency to authentic Are students motivated? assessment? Are these portfolios How do we foster OF learning or reflective thinking FOR learning? and learning? Or both?How do wecapitalize on Are ePortfoliosstudents use of accessible?Web 2.0 tools? Can we supportDoes the tool do ePortfolios?what we need itto do? Does the tool work, period?
ConsiderationsBoth a process and a productResources available: hardware, software, scanners, digital cameras,digital video, audio filesLevel of technology: what skills are both you and your studentscomfortable/somewhat proficient with, but also what are willing to learnThe tools should allow the learner to feel in control of the process,including the "look and feel" of the portfolio.
Learner’s Authentic VoiceAs learners create their own electronicportfolios, their unique "voice" should beevident from navigating the portfolios andreading the reflections on the screen.In an electronic portfolio, the ability to addmultimedia elements expands thedefinition of "voice" within that rhetoricalconstruct
Voice = AuthenticityMultimedia expands the "voice" in an electronicportfolio (both literally and rhetorically)Personality of the author is evidentGives the reflections a uniquenessGives the feeling that the writer is talkingdirectly to the reader/viewer
ToolsThe tools used to develop the portfolio should beaccessible to a learner throughout their chosen careerDependence on propriety software that is notaccessible to a learner after they leave a program,may not, in the long term, provide the skillsnecessary to maintain the e-portfolio as a lifelongprofessional development tool
Personal WebSpace―Rather than limit people to the e-Portfolio model, why not develop a model providing a personal Web space for everyone, for their lifetimes and beyond?‖ ―Educause ’04‖
Things You Can UseWikis – wikispaces/pbwikisGoogle sitesFolio for MePowerPointwww.livebinders.com -http://www.livebinders.com/edit/index/285385http://www.livebinders.com/edit/index/343319
References Helen Barrett Presentation on ePortfolios Creating Student ePortfolios with Google Sites Helen Barrett Portfolio Samples, explanations, reviews - last updated March 7, 2012 - 33 tools to date) Tools and Samples ePortfolios: a portal site EPortfolios - Penn State (video) PBWorks - evolving list of tools Wikispaces - Creating e-Portfolios