Academic Content Standards-Based Electronic Portfolios for K-12 Schools

1. Academic Content Standards-Based Electronic Portfolios for K-12 Schools Presented by Dr. Thomas R. McCambridge, Dr. Beverly Bryde, and Ms. Allyson Gold California Educational Research Association (CERA) 81st Annual Conference, Santa Barbara CA November 14-15, 2002

2. Overview • Part I Formative and Summative Assessment Measures in Developing an Academic Content Standards-Based Electronic Portfolio for K-12 Schools • Part II Overview of the Web-based Electronic Portfolio System and Its Use in Assessing K-12 Student Progress and Growth • Part III A Demonstration of an Academic Content Standards-Based Electronic Portfolio

3. Introduction • Our presentation is about using an electronic portfolio for • Organizing instruction that is based on the California academic content standards • Assessing student work meant to demonstrate mastery of the California academic content standards

4. The Standards • The California academic content standards are organized to be • Sequential • Developmental • Age-appropriate

5. The Electronic Portfolio • Using the electronic portfolio can help teachers make both instruction and assessment • Sequential • Developmental • Age-appropriate

6. Portfolio, con’t • The California academic content standards have created an articulated scope and sequence • Use of an electronic portfolio can make that articulated scope and sequence clear and understandable to • Instructors • students

7. Teaching to the Standards • Standards are • Sequential • Developmental • Detailed • Standards-based instruction should be • Meaningful • Purposeful • Engaging

8. Teaching to the Standards • Using an electronic portfolio can help • Teachers organize instruction and assessment in ways that are based on the articulated scope and sequence of the standards • Students see and understand the instructional plan required by the articulated scope and sequence of the standards

9. Portfolio Assessment • Use of a portfolio to assess student work has several advantages: • Teacher and student can spot continuing problems • Teacher and student can spot progress over time

10. Portfolio Assessment • Teachers can develop a holistic evaluation of student work • Teachers and administrators can develop a holistic evaluation of instructional success

11. Organizing Instruction • An electronic portfolio encourages an instructor to • Create assignments that are appropriate to standards-based instruction • Create assignments that fit with the articulated scope and sequence of the standards

12. Organizing Instruction • Make those assignments visible and accessible to students, parents, and administrators • Note in the assignments which standards are being addressed

13. Assessing Learning • An electronic portfolio allows • Evaluation of student work over time • Holistic evaluation of student work • Evaluation of instructional success • By the teacher • By those responsible for the academic program • Principal • Department chair

14. Conclusion to Part One • An electronic portfolio can encourage • Organization of standards-based instruction • Holistic assessment of student work aimed at mastery of the standards • Evaluation of instruction aimed at mastery of the standards

15. Part II • Overview of the Web-based Electronic Portfolio System • Use of the Web-based Electronic Portfolio in Assesseing K-12 Student Progress and Growth

16. The Webfolio System • Designed by Dr. Doug Love from Illinois State University (dolove@ilstu.edu) • A place to house students artifacts electronically • Access of the system through the internet • Electronic and confidential feedback

17. The Players • Teachers: design courses and designate standards/competencies • Students: identify standards and input artifacts • Assessors: use of formative and summative measures • Administrators: can serve as reviewers or assessors

18. Assessment Features • Course evaluation • Program evaluation • Self-assessment • Performance Assessment • Standards Assessment

19. Webfolio in Higher Education • Coursework • Preservice teacher self-assessment through the California Standards for the Teaching Profession (CLUES Benchmarks) • Teacher Preparation Program Assessment

23. Assessing K-12 Student Progress and Growth • CLU has two systems: Higher Education and K-12 Webfolios • Piloting this program with our preservice teachers • Faculty/preservice teachers determine the Standards and Assignments • K-12 students reflect and select which artifacts to place in the webfolio

25. Advantages Progress and growth overtime, holistic approach Authentic assessment of academic content standards Opportunity for integrated curriculum Data for accreditation reviews Concerns Maintaining and purchasing of a server Access to the internet Student work needs to be electronic Webfolio Points of Interest

26. Part III Demonstration of an Academic Content Standards-Based Electronic Portfolio

27. HOW TO USE A STANDARDS-BASED ELECTRONIC PORTFOLIO: Review content standards. Review identified curriculum. Develop assignments that use curriculum to build competency with the standards. List, explain assignments on e-port. Teach students to post on e-port.

28. E-PORT INFO HELPS TEACHERS, STUDENTS & ADMINISTRATORS What is included: Details of the assignment. Competencies to be demonstrated. (identified by state standard number & by description) Assessment information (rubrics, etc.) Help resources, i.e. examples, etc.

29. BENEFITS OF USING E-PORT : • AUTHENTIC ASSESSMENT: allows you to look back at previous work. • CLEAR CONNECTION TO STANDARDS: obvious links in each assignment • CAPTURES STUDENT WORK “PERMANANENTLY”: ripe for showcasing, discussion

31. Questions? • Dr. Thomas R. McCambridge mccamb@clunet.edu • Dr. Beverly R. Bryde bbryde@clunet.edu • Ms. Allyson Gold allygold@hotmail.com • Thank You!