Portfolios in Education

1. Portfolios in Education PT3 — ITC February 2004 Jim Lockard Thanks to Lisa Mehlig

2. What is a Portfolio? • a collection of an individual’s work • purposeful • representative • self-directed • exhibits individual’s “efforts, progress, and achievements” (Northwest Evaluation Association, 1990)

3. What is a Portfolio? • a collection of an individual’s work • purposeful • representative • self-directed • exhibits individual’s “efforts, progress, and achievements” (Northwest Evaluation Association, 1990) • includes self-reflection

4. Purposes of Portfolios • Record-keeping • Purpose = Organization and Storage • Focus = preservation • e.g., anything of interest • Unlimited flexibility

5. Purposes of Portfolios • Record-keeping • Learning / instructional / developmental • Purpose = Formative • Focus = showing growth and development • e.g., assignment in (a) course(s)

6. Purposes of Portfolios • Record-keeping • Learning / instructional / developmental • Assessment • Purpose = Summative • Focus = demonstrating level of mastery • e.g., end of term / grade / school,graduation “comprehensive”

7. Purposes of Portfolios • Record-keeping • Learning / instructional / developmental • Assessment • Showcase / marketing / employment seeking • Purpose = Promotion • Focus is on presenting “best” • e.g., competitions, job hunting • An NIU example – Amie Foster

8. Benefits of Portfolios • Much more comprehensive • Process AND Product • Much more authentic • Nearly any experience • Multi-dimensional • Not just one snapshot • Not just one time • Not just one effort

9. Benefits of Portfolios • A better picture of the owner / producer • Effort • Progress • Improvement • Achievement

10. Student Portfolios • Selective • Reflective • Collaborative • Developmental • Demonstrative (beyond “knowing”) • Challenging • Appealing • A process, not just a project

11. Traditional Portfolios • “Physical” portfolios • Largely paper-based • Store in binders, file cases, etc. • Storage quickly disappears (KY) • Organized by tabs or section dividers • Table of Contents at the front

12. Traditional Portfolios CHALLENGES • Duplication cumbersome & time consuming • Cost to duplicate and share (mail) • Potential for damage • How to cross-reference? • Items may fit multiple categories • Maintenance / updating

13. Electronic Portfolios • “E-Portfolios” / EPs • Since early 1990s or before • Electronic contents = multimedia • Not necessarily all digital • All digital = Digital Portfolio = DP • Not just e-paper for real value • Not multimedia show • Not e-resume • Not digital scrapbook

14. Why Should Students Do EP? • Preserve memories • Document competencies • Learn to be selective • Added meaning to work • Don’t just toss  • Build self-esteem / pride • See own accomplishments

15. Why EPs? • Foster active learning • Motivate students • Provide feedback (to student and about the learning environment) • Basis for discussion (student-teacher, teacher-parents, parent-student) • May show benchmark performance

16. Electronic Portfolios • Organizing framework • Artifacts support framework • Make distinct from just collecting • Deeper learning from reflection • Store digitally • CD or Web site or DVD or … • Organized by “links” • Table of Contents = “Menu”

17. Sample Portfolios Portfolio Web Site www.cedu.niu.edu/~lockard/ep Click on Samples

18. Activity 1 – Review Samples • View at least 10 sample portfolios (link in BlackBoard) • Bookmark favorites • In Word to save on H: drive? • Note the following about each: • How organized • Type of content (text, images, audio, etc.) • Style of the presentation – plus / minus? • Time = ## minutes

19. Activity 1 – Discussion • Sample portfolios • Organization • Type of content (writings, images, audio, etc.) • Style of the presentation – plus / minus? • Common threads? • What makes one “better?” “great?” • Issues • Privacy?

20. Electronic Portfolios UNIQUE BENEFITS • Organized by “links” • Contents easily cross-referenced = key • Easily reproduced (disc) or shared (URL) • Minimal cost except time • Easy to maintain / update • Less physical space

21. Electronic Portfolios UNIQUE BENEFITS • Durable • Cheap to mail (discs) • Distribute free anywhere on Web • Paper copies of items, if needed • Include color images, video, sound • Demonstrate technology integration

22. Electronic Portfolios CHALLENGES • Planning ahead • Not just “courses” • Capturing “experiences” over time • Document with pictures (digital, 1-use), audio, video (?) • Skills needed to produce (variable) • Equipment volume is not critical • Will discuss hardware needs later

23. Activity 2 – Locate Examples • Newer search engine links on the workshop web page • On your own, locate multiple examples of portfolios in your content area. Use at least 3 engines to compare results. • When you find an example, bookmark, then copy URL into a Word document • Submit your file & I will compile into an expanded list on the web page. • Time = ## minutes (if in class)

24. Activity 2 -- Discussion • Observations on search engines? • Observations on findings?

25. Stages of E-Portfolio Development • Use of Handout (pdf file) • Stage 1: Defining the Portfolio Context & Goals • Purpose is key • Audience • STANDARDS or organizing framework • Many exist • ILS & many states Barrett, 2000

26. Other Standards • INTASCInterstate New Teacher Assessment and Support Consortiumhttp://www.ccsso.org/intascst.html • NCATENational Council for Accreditation of Teacher Educationhttp://www.ncate.org

27. Activity 3 – Review Best • Review “best” sample portfolios • Use your Bookmarks / Favorites to locate • Now note the following about them: • Purpose • Audience • Organizing Framework = Standards?? • Style of the presentation – appropriate? • Time = ## minutes

28. Activity 3 – Discussion • “Best” portfolios’ observations • Purpose • Audience • Appropriateness • Organizing Framework • Style of the presentation – plus / minus? • Common threads? • Other observations?

29. Stages of E-Portfolio Development • Stage 1: Defining the Portfolio Context & Goals • Purpose • Audience • STANDARDS or organizing framework (objectives, areas) • Resources available (technology) • Level of technology skill • Need vs Possess Barrett, 2000

30. Software Tools for EPs (+/-) See Barrett’s Tools Comparisons • In BB-”Create Your Own” • Web pages (many development tools) • Mozilla, DreamWeaver, FrontPage, many host services • MS Office – not so good for Web pages • Word • PowerPoint • Excel / Access • Adobe Acrobat • PDF files • WIN2PDF

31. Delivery Options +/- • CD-ROM • DVD • Web • Format stability over time?? • Remember beta? • Impact of audience on format • In school = all • Parents = ?? • Employers = ???

32. Activity 4 -- Planning • Read Barrett – “Strategic Questions” • Hardware mentioned is very dated, concepts OK • In groups (by teaching area) • Identify specific standards that you deal with • What assignments or activities show them? • What are the performance indicators? (What is good work?) • What would it take to create electronic artifacts from the current approach? Consider the technology logistics issues including your knowledge / skills, support in the school, and student access. • Could approach change to yield electronic artifacts? • What guidance can you provide on the reflection aspect? Student only or teacher also? • Appropriate storage medium?

33. Activity 4 -- Discussion • Your Observations • Specific standards that you deal with • What assignments or activities show? • What are the performance indicators of achievement? (What is good work?) • What would it take to create electronic artifacts from the current approach? • How could the approach be modified to yield electronic artifacts? • Reflection aspect? Student only? Teacher also? • What storage medium seems to make sense?

34. Stages of E-Portfolio Development • Stage 2: The Working Portfolio • Identify, collect and store artifacts • Document electronically (ToC) • Produce abstract / summary • Organize artifacts to STANDARDS or objectives • Identify, collect, store style elements Barrett, 2000; Galloway, 2001

35. Stages of E-Portfolio Development • Stage 3: The Reflective Portfolio • Define/Re-define goals • Select representative artifacts (rubric) • Address intended purpose of the portfolio • Address the standards or objectives defining portfolio • Develop self-reflection components • Why this one? • What does it show? • Privacy of personal • Other reflections (teacher/peer)? • Future goals! Barrett, 2000

36. Stages of E-Portfolio Development • Stage 4: The Connected Portfolio • Production Phase • Organize selected, digital artifacts • Create hyperlinks • Standards / Goals • Artifacts • Reflections • Exemplary model? Barrett, 2000

37. Activity 5 -- Template • Based on Activity 4, design a draft template for an E-Portfolio for your curriculum area. • What topics/themes/content will it include? • How will it be organized? • Don’t worry about the mechanics of creating it, just the format and content. • Time = ## minutes

38. Activity 5 -- Discussion • A draft template for an E-Portfolio for your curriculum area. • What areas will it include? • How will it be organized? • Observations?

39. Stages of E-Portfolio Development • STAGE 5: Presentation • Store / “Publish” your portfolio • Share with intended audience • Revise from feedback Barrett, 2000

40. Suggested Readings • Resources in Blackboard • Permission obtained from source to post

41. Questions / Comments