This document summarizes the key findings from a literature review and action research project on electronic portfolios. It discusses the history of electronic portfolios at a school and outlines research questions on improving their purpose and student involvement. The literature review covered various portfolio types, users, and benefits. An action research project tested different portfolio platforms (VoiceThread and iWeb) with elementary students and gathered data from student and teacher surveys and interviews. Key findings indicated the importance of teacher buy-in, involvement of students in portfolio creation and selection of pieces, and using portfolios to facilitate student reflection and communication with parents.

1. Literature Review Electronic Portfolios Summer 2010

2. Choice of Topic History of Electronic Portfolios at Shorecrest Hiring of New Principal – Fall 2008 Research Questions How can I make our electronic portfolios a meaningful reflection of student work rather than a “memory” showcase. How can I involve students in the creation of the portfolios? How can I help faculty see the importance of collecting work and supporting students when creating the portfolios? What are alternative structures to “contain” or “house” the portfolios other than PowerPoint? How and when should the portfolios be shared with parents and other members of the school community?

3. Data Sources Two Phases of Research Phase I - General Information About Portfolios Phase II - Studies Specific to Elementary Context 37 Resources Reviewed 12 found in peer-reviewed journals 12 published after 2007 Research in Elementary Context Very Limited 6 empirical studies (Master’s, Doctoral Work) 3 anecdotals

4. Portfolio Types Showcase or Product Portfolios Examples of student’s best work Selection of pieces is subjective, no set of standards for selecting pieces Construction takes place after work is created Assessment or Cumulative Portfolios Completed over a specific period of time Involves students in self-reflection Framework in place prior to portfolios being completed Learning or Developmental Portfolios Involves students reflecting about process not just product Does not include only best work Work on portfolios completed while projects are in progress

5. Portfolio Users Pre-service Teachers Universities High Schools In-service Teachers Elementary & Middle Schools

6. Benefits to Using Portfolios Actively Engage Students in Thinking About Their Learning Increased Student Motivation Engage Students in Self-Reflection Showcase Student Work Document Student’s Growth Over Time Alternative Form of Assessment

7. Factors to Consider Definition of Purpose Teacher Buy-In Investment in Teacher Training Time Constraints Infrastructure and Logistics Realistic Goals

8. Action Research Project Rediscovering E-Portfolios: A Case for Reflection

9. Project Timeline

10. Voice Thread – 2 nd Grade Four Classes, 72 Students Highlights 2 nd Grade Year: Assessment Portfolio Web 2.0 Tool Easy to use, requires minimal training Versatility in how and when teachers and students could work on portfolios School account Student / Teacher Partnership Both students and teachers select pieces for portfolio Students write and record reflections with teacher assistance Teachers create and organize portfolios with student input Share with Parents Last Week of School

15. iWeb Portfolios - 4 th Grade Four Classes, 76 Students K-4 Portfolios with Highlight of 4 th Grade Year iWeb Students already trained in how to use tool Templates foster structure, but students can still be creative Can be saved as .html files for students and families Student-Led Partnership Teacher selected pieces from K-3 Student selected pieces from 4 th grade Students encouraged to choose best work from all curricular areas Teachers help gather/scan pieces for students Student reflections written for each artifact included for 4 th grade

20. Data Collection Tools Personal Journal Surveys Initial Faculty Survey Post 4 th Grade Survey Post Parent Survey Post Faculty Survey Interviews 2 nd Grade Group Interviews Work Samples 4 th Grade Reflections, Rubric Scored

21. Data Analysis – Faculty Initial Faculty Survey (February 2010) Need to change the purpose of the portfolios Move away from only showcase portfolios Create portfolios that are useful for teachers Involve students more 2 nd Grade Faculty Follow-up (June 2010) Voice Thread Easy to Use Can Integrate Throughout School Year Student Involvement Important Connection with Families About Curriculum 4 th Grade Faculty Follow-up (June 2010) iWeb Easy for Students to Use Students Motivated to Create Portfolios Reflections Require Direct Instruction Student Connection with Families

22. Data Analysis – 2 nd Graders More variety of pieces from across curriculum. Not just published writing pieces. Highlight seven continents curriculum. More student selection of pieces. Students record independently. Students control more of the design. Add favorite books/book review. Included student photographs.

23. Data Analysis – 4 th Graders 81% 71% 77% 75% 33%

24. Data Analysis – 4 th Reflections

25. Data Analysis – 4 th Reflections

26. Data Analysis - Parents Electronic Survey Sent to 112 Families 10 Questions 21 Families Responded, Representing 27 students 100% Enjoyed Sharing Experience with Child(ren) 95% Portfolios Showcased Student Work 72% Learned Something New About Child as a Learner Child Excitement Rank: 9.38 out of 10 Portfolio as Informational Tool: 8.67 out of 10

27. Findings Faculty Buy-In Essential Teachers Help Make Decisions Teachers’ Opinion Impacts Students Faculty Support Training Coverage Time to Work/Plan Assistance with Scanning Voice Thread Work on Portfolios with Students Once a Month Train Students in Recording iWeb Work on K-3 Portions Throughout the Year, Leave 4 th Grade for End of Year Save to School Server Student Reflections Communication with Parents and the Community