Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Ulearn08: AFL & ePortfolios


Published on

An abridged version of my uLearn workshop presentation.

Published in: Education, Technology
  • Be the first to comment

Ulearn08: AFL & ePortfolios

  1. 1. Assessment for Learning & ePortfolios Christchurch, New Zealand October 2008 Nick Rate, eFellow 2008
  2. 2. “ schools the flexibility to design and deliver programmes that will engage all students and offer them appropriate learning pathways.”
  3. 3. motivated learners values active principles engaged learners 21st century skills connected effective pedagogy key competencies languages achievement objectives learning areas lifelong learning elearning creative effective assessment confident
  4. 4. elearning values key competencies
  5. 5. Do you use... “...teaching approaches that consistently have a positive impact on student learning...”
  6. 6. Do you have... “...assessment for the purpose of improving student learning...”
  7. 7. Do you use... “...elearning to open up new and different ways of learning...”
  8. 8. Do you see... “...parents and caregivers as key partners...”
  9. 9. Do you have... “...programmes that will engage all students...”
  10. 10. ePortfolios o gy d ag pe ti ve ef fec elea rning parent in volvement effective a ssessment mo tiva en ted ga ge d
  11. 11. he lio T fo rt tio o ra k P bo ac e lla db n co fee ctio fle ion re at iv ot ed m ct re di lf- ing se rk wo et ln cia so
  12. 12. The research... Engage, motivate, create, collaborate, share, present... eLEARNING ePORTFOLIO Effective Pedagogy & Assessment... Participation, interaction, ASSESSMENT collaboration, social networking... FOR Web 2.0 LEARNING
  13. 13. ...assessment for learning is one of the most powerful ways of improving learning and raising standards. Assessment Reform Group, 2002
  14. 14. Assessment for Learning: It is based on the idea that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). QCA, 2005
  15. 15. “Good planning is essential to being clear.” Absolum, 2006
  16. 16. “Embedded in a view of teaching and learning, of which it is an essential part.” Assessment Reform Group, 1999
  17. 17. “The awareness of learning and the ability of learners to direct it for themselves is of increasing importance in the context of encouraging lifelong learning.” Assessment Reform Group, 1999
  18. 18. “What this amounts to is that self-assessment by pupils, far from being a luxury, is in essential fact an component of formative assessment.” Black & Wiliam, 1998
  19. 19. “Formative assessment does make a difference, and it is the quality, not just the quantity, of feedback that merits our closest attention.” Sadler, 1998
  20. 20. he lio T fo rt ia o ed P re tim he e e ul m yw im an yt an ed ct re di d lf- te la se gu re ng lf- rki se wo et ln cia so
  21. 21. “The use of multimedia tools is one strategy that involves and engages learners.” Barrett, 2005
  22. 22. “...opens wide the possibilities for reflections... in action, before action, after action, in solitude, in consultation with peers, in consultation with instructors... written, spoken, videotaped, or graphically represented...” Riedinger, 2006
  23. 23. social networking ...the potential of the learning landscape and eportfolio-related tools are features thatfacilitate and enhance the making of connections and the linking together of people, ideas, resources and learning... Tosh et al., 2006
  24. 24. define e-Portfolios as a process, rather than just a product or a technological system. Attwell, 2007
  25. 25. Nick’s AFL & ePortfolio Cycle Exemplars, creating LI, SC, Students working towards matrices/rubrics Future learning new goals in their learning 1st draft “finished” teachers example of writing peers Feed back Learning Feed back Learning artifact story artifact video & feed & feed demonstrated board demonstrated self forward & forward & reflection in portfolio reflection in portfolio brainstorm 2nd draft family
  26. 26. Collect Project purpose Select Reflect Collect & organise Project Select learning Interject personality Reflect metacognitively Inspect to self-assess Perfect & evaluate Connect & conference Inject/Eject personality Respect accomplishments Burke, Fogarty & Belgrade (1994)
  27. 27. Web based (anywhere, anytime) Web 2.0 tool integration Ability to comment, reflect & feedforward Ability to demonstrate learning Facilitate social networking Secure User friendly Aesthetics User storage space Manageability Expandability Level of technical know how Availability of technical support Cost Access/edit from mobile device
  28. 28. iWeb Elgg WordPress Knowledge Mahara DrupalEd MU Net Web based 2 1 1 1 1 1 Web 2.0 tools 2 2 1 2 1 1 Comment, reflect... 3 1 1 2 1 1 Demo learning 1 2 1 2 2 2 Social networking 3 1 3 3 1 1 Secure 3 1 1 1 1 1 User friendly 1 2 2 3 3 3 Aesthetics 1 2 1 3 2 2 Storage space 1 1 1 3 1 1 Manageability 3 1 1 1 1 2 Expandability 3 1 1 3 2 1 Tech know how 1 3 2 3 3 3 Tech support 1 3 1 2 3 2 Cost 1 1 1 3 1 1 Mobile device 3 2 2 2 2 2 TOTAL 29 24 20 34 25 24
  29. 29. WORDPRESS MU Web 2.0 tool Multiple user blogging platform Free Anywhere, anytime access Password secure All learning artifacts (podcasts, movies, quicktime, pics etc.) can be embedded Customisable Feedback, comments & reflections added to any artifact, page or post Embedded in teaching and learning
  30. 30. Students on AFL... “It helps you stay on topic. We know what we are learning about and can find more information about it and what we are learning on and forget about everything else.” Year 6 student “Well we look for ways that we could improve it. Sometimes, like when we wrote our brochures, we had a matrix and we would highlight where we thought we were and then we would try and make it better.”Year 6 student “Definitely it helps... if you are finding information and it doesn't meet up with the success criteria you know not to put it in, rather than wasting your time doing it again.” Year 6 student
  31. 31. Students on ePortfolios... It is a lot quicker. It's on the Internet. You can see it quicker. Year 3 student Because you can actually write comments on it... Year 4 student I quite like the ones on the internet. Because then you can tell your grandparents or relatives over in a different country how to get in and see your work. Year 6 student They [mum and dad] think it is great and that they don't have to wait. Year 4 student
  32. 32. Students on Comments & Feedback... “It makes me feel like my parents know I have put a lot of effort into my work and I have really tried my best to show the best presentation I can, really getting focused. They can see that.”Year 6 student “I like getting feedback, definitely. I really do think it helps... see what I need to improve on really.” Year 6 student “It makes me feel proud of what I have done.” Year 3 student “Yes, because then you know what you are going to focus on and that.” Year 4 student “It makes me think that I have done a good job and that my Mum and Dad are impressed with my learning.” Year 4 student
  33. 33. Where to... “Learning that mlearning happens moblogging across mfolios locations, or mportfolios that takes advantage of learning opportunities offered by portable technologies.” Wikipedia
  34. 34. “...students can carry literally their eportfolio around with them and update it at any time in any place.” MOSEP, 2007
  35. 35. The final word...
  36. 36. Photo Credits 47899590@N00/
  37. 37. Assessment for Learning & ePortfolios Christchurch, New Zealand October 2008 Nick Rate, eFellow 2008