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ePortfolios L@S - 2011


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Published in: Education, Business

ePortfolios L@S - 2011

  1. 1. 10 step plan for getting started with Nick Rate
  2. 2.
  3. 3. Step 1: Research • understand the pedagogy • read the literature • talk to the experts • view eportfolios • best practice visits • network with practitioners
  4. 4. “...assessment for the purpose ofimproving student learning...” The New Zealand Curriculum
  5. 5. “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
  6. 6. parents and caregivers as“...working withkey partners who have uniqueknowledge of their children and countlessopportunities to advance their children’slearning.” The New Zealand Curriculum
  7. 7. learn as they engage in“Studentsshared activities andconversations with other people...” The New Zealand Curriculum
  8. 8. “...all students should develop strategiesfor self-monitoring andcollaborative evaluation oftheir performance in relation to suitablecriteria.” The New Zealand Curriculum
  9. 9. !"#$%&"()*+#*,))$))-$(&**"(*.$/*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
  10. 10. “...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
  11. 11. “...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
  12. 12. “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
  13. 13. Effective reporting systems will be ones wherestudent voice’ is an integral‘part of the reporting process. Student Led Conferences: How effective are they...?
  14. 14. mobile devices in the...we can best useWorkspace portfolio, to capturelearning and reflectcontemporaneously (in the middle of thelearning process)... Helen Barrett, 2011
  15. 15. ...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
  16. 16. Evidence of professional practice thatmeets the criteria will need to beprovided to the teachers’ professionalleaders... Registered Teacher Criteria
  17. 17. 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
  18. 18. evidence from research and from...their own past practice and that ofcolleagues to plan teaching andlearning opportunities... The New Zealand Curriculum
  19. 19. ...a fully electronic resource for teachers to usewhilemoderating the judgment of astudents work with a person, groupor cluster of people.
  20. 20. Step 2: Define Clearly define your: • purpose • vision and beliefs • audience • alignment with broader school vision and beliefs • benefits
  21. 21. “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
  22. 22. “...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
  23. 23.
  24. 24. The Accountability ePortfolio The The Process Showcase ePortfolio
  25. 25. Process ePortfolio: Supports students towards achievingtheir learning
  26. 26. Showcase ePortfolio: Celebrates learning outcomes &shows the highest level of
  27. 27. Accountability ePortfolio: Documents learning forachievement of specific outcomes or
  28. 28. Process Showcase se w ca sho Accountability
  29. 29. The benefits...“The use of multimedia tools is onestrategy that involves andengages learners.” Barrett, 2005
  30. 30. 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
  31. 31. ...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
  32. 32. “ is the quality, not just thequantity, of feedback that meritsour closest attention.” Sadler, 1998
  33. 33. “...supporting the general process ofreflection, self-evaluation and actionplanning for lifelong learning...” MOSEP 2007
  34. 34. carry their“...students can literallyeportfolio around with them and updateit at any time in any place.” MOSEP, 2007
  35. 35.
  36. 36. Step 3: Consult Seek input from all stakeholders: • students • teachers • school leadership • curriculum leaders, HODs • parents • BoT • providers
  37. 37. Shaping your ePortfolio beliefs Students Staff Parents ePortfolios School BOT Management/ Leadership Expertise
  38. 38. 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...
  39. 39. “ define e-Portfolios as a process,rather than just a product or atechnological system. Attwell, 2007
  40. 40. 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)
  41. 41. 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
  42. 42. 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
  43. 43. ePortfolio Learning Cycle in Practice
  44. 44. ePortfolio Professional Learning Framework BES Teacher Professional Learning and Development
  45. 45. ePortfolio ePortfolioePortfolio ePortfolio ePortfolio
  46. 46. ePortfolio Professional Learning Community Expertise Moderation Networking Mentoring Sharing
  47. 47. Professional ePortfolios in Practice
  48. 48. ∞Sharing ConnectingFeedback Reflecting
  49. 49. Step 5: Criteria • clarifying the capability required in the eportfolio tool
  50. 50. What capability do you need to make this happen? Expertise Moderation Networking Mentoring Sharing
  51. 51. What capability do you need to make this happen? 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
  52. 52. MOE: Digital Portfolios - Guidelines for Beginners
  53. 53. Jamin Lietz:
  54. 54.
  55. 55. Step 6: Tool
  56. 56. The dimensions... The Dedicated The Managed The Blogged The Mashed The Saved The Integrated
  57. 57. Step 7: Educate Students, teachers, parents, mentors, coaches: • pedagogy • giving effective feedback • setting goals • reflecting and self-assessing • technical how to’s
  58. 58. Step 8: Implement • get your eportfolios up and running and integrated into teaching and learning
  59. 59. Step 9: Update • digital literacy, internet use policies and user agreements • reporting and assessment guidelines and procedures • staff professional development • appraisal and teacher registration process
  60. 60. Step 10: Review • what have you done? • what progress have you made? • what are your key lessons? • what are you next steps?
  61. 61. 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
  62. 62. Should an eportfolio include all aspects of astudent’s life and learning?
  63. 63. What happens when a student leaves school?Transfers? Moves to a new class?
  64. 64. Who owns the eportfolio?
  65. 65. Are your eportfolios open to the world?
  66. 66. Are your parents and teachers ready? Is theprincipal?
  67. 67. Do your current policies cater for eportfoliosand use of Web 2.0 tools?
  68. 68. Will your eportfolios play a role in reportingachievement against the National Standards?
  69. 69. Is one eportfolio system enough or should youuse a mash-up of tools?
  70. 70. Is it important for eportfolios in your school tohave a consistent look and feel?
  71. 71. Should your school expect the teachers tohave a reflective eportfolio just as the studentsdo?
  72. 72. Should students and teachers use the sametool for their eportfolios?
  73. 73. 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