An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.

1. Exploring ePortfolios University of Oregon Exploring ePortfolios University of Oregon 11/20/07

2. What is an ePortfolio? Two dimensions of understanding: Portfolio processes and outcomes Making portfolios electronic

3. What is a portfolio? Effort, Progress, & Achievements over time Student Participation in Selecting Contents Criteria for Selection Student Reflection Goals, Standards, and/or Program Requirements

4. Why use portfolios? Encourages self-directed learning. Enlarges the view of what is learned. Fosters learning about learning. Demonstrates progress toward identified outcomes. Creates an intersection for instruction and assessment. Provides a way for students to value themselves as learners. Offers opportunities for peer-supported growth.

5. Effective portfolios… Clearly state learner outcomes. Students' performance-based learning experiences Acquisition of key knowledge, skills, and attitudes Longitudinal samples of work.

6. Effective portfolios (cont.)… Representations of varied assessments. Contain a variety of work samples and evaluations of that work by the student, peers, and teachers, possible even parents' reactions. Paul S. George, (1995). What Is Portfolio Assessment Really and How Can I Use It in My Classroom? Gainesville, FL: Teacher Education Resources.

7. Portfolios are... A purposeful collection of students’ work that illustrates efforts, progress, and achievements... over time .

8. Why use portfolios? Provides a richer picture of a learner’s performance than can be gained from more traditional, objective forms of assessment.

9. Traditional portfolios Traditional standards-based portfolios are 3-ring notebooks, organized with dividers and sections for documents demonstrating each standard (Campbell, et.al., 1997)

10. What is an ePortfolio? Uses electronic technologies Which allows students/teachers to collect and organize portfolio artifacts in many media types (audio, video, graphics, text) Using hypertext links to organize material Connecting evidence to appropriate standards

11. ePortfolio Development Combining Multimedia Development with Portfolio Development into five stages: Defining Portfolio context/goals The Working Portfolio The Reflective Portfolio The Connected Portfolio The Presentation Portfolio (Barrett, 2001)

12. Purposes for Portfolios Summative (assessment) Purposes Formative (developmental) Purposes Marketing Purposes

13. Summative Portfolios University admission Meeting Course Requirements Performance Review & Promotion Professional Certification & Registration Effectiveness in performances

14. Formative Portfolios Useful for “Deep Learning” Professional Development Planning Recording Continual Professional Development Celebration of Achievements

15. Marketing Purposes Job Application “ Cold Calling” Organizational Capability Prospective professional suitability

16. Why use technology? Sheingold (1992) Accessible, portable, examinable, widely distributable To make performance replayable and reviewable To address ownership issues of student-created work To address storage issues

17. Why use technology? Much work is created digitally to begin with Allows clear connections between standards and artifacts Enhances skills with technology Models the use of technology for learning and productivity - like the “real world”. It’s fun and easier to manage the process (storage, presentation, & duplication)

18. The Portfolio Connection (Burke, Fogarty, Belgrad, 1994) PROJECT purposes COLLECT and organize artifacts SELECT key artifacts INTERJECT personality REFLECT metacognitively INSPECT to self-assess PERFECT to evaluate CONNECT and conference INJECT/EJECT update RESPECT accomplishments

19. The Virtual Portfolio http://vportfolios.wikispaces.com PORTFOLIO as Marketplace PORTFOLIO as Quest PORTFOLIO as Community

20. So where to start? What will be your Organizing Framework ? Accreditation? Professional Standards? Student Learning Goals? Retention and Recruitment? Connection to the Greater Community?

21. What is the best ePortfolio Program? Specificity and range of purpose Faculty buy-in Available resources Assessment OF vs. Assessment FOR learning distinction Administrative and tech support

23. http://jcomm4.uoregon.edu/eport ...

24. You have chosen to be a teacher... let’s collaborate and learn! Thanks! IM: Wainbrave Bernal