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1
ePortfolios in K-12and in Teacher
Education
Helen C. Barrett, Ph.D.International Society for Technology
in Education (ISTE)University of Alaska Anchorage
(UAA)
ISTE = International Society forTechnology in Education
• 2001 PT3* Catalyst Grant
*Preparing Tomorrow’s Teachers to useTechnology
These Slides will be posted to:http://electronicportfolios.org/portfolios.html#conf
Legacy from the PortfolioLiterature
• Much to learn from the literature onpaper-based portfolios
• As adult learners, we have much tolearn from how children approachportfolios
“Everything I know about portfolios wasconfirmed working with a kindergartener”
The Power ofPortfolios
what children can teach usabout learning andassessment
Author: Elizabeth HebertPublisher: Jossey-Bass
Picture courtesy of Amazon.com
The Power of Portfolios
Author:Dr.ElizabethHebert,Principal
Crow IslandSchool,Winnetka,Illinois
Picture taken byHelen Barrett atAERA, Seattle,April, 2001
From the Preface (1)“Portfolios have been with us for a very long
time. Those of us who grew up in the 1950s orearlier recognize portfolios as reincarnations of thelarge memory boxes or drawers where our parentscollected starred spelling tests, lacy valentines,science fair posters, early attempts at poetry, and(of course) the obligatory set of plaster hands.Each item was selected by our parents because itrepresented our acquisition of a new skill or ourfeelings of accomplishment. Perhaps an entrywas accompanied by a special notation of praisefrom a teacher or maybe it was placed in the boxjust because we did it.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix
2
From the Preface (2)“We formed part of our identity from the
contents of these memory boxes. Werecognized each piece and its associationwith a particular time or experience. Weshared these collections with grandparents toreinforce feelings of pride and we reexaminedthem on rainy days when friends wereunavailable for play. Reflecting on thecollection allowed us to attribute importanceto these artifacts, and by extension toourselves, as they gave witness to the storyof our early school experiences.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ixFrom the Preface (3)
“Our parents couldn’t possibly envisionthat these memory boxes would be theinspiration for an innovative way ofthinking about children’s learning. Thesecollections, lovingly stored away on ourbehalf, are the genuine exemplar fordocumenting children’s learning over time.But now these memory boxes have adifferent meaning. It’s not purely privateor personal, although the personal is whatgives power to what they can mean.”
Hebert, Elizabeth (2001) The Power of Portfolios. Jossey-Bass, p.ix-x
Let’s get personal…Think for a minute about:
Something about yourCOLLECTIONS:Suggested topics:
• If you are a parent, what you savedfor your children
• What your parents saved for you• What you collect…• Why you collect…
Some issues to consider• What do your collections say about
what you value?• Is there a difference between what
you purposefully save and whatyou can’t throw away?
• How can we use our collectionexperiences to help learners asthey develop their portfolios?
What is a Portfolio inEducation?
A portfolio is a purposefulcollection of student work thatexhibits the student's efforts,progress and achievements inone or more areas [over time].
(Northwest Evaluation Association, 1990)
What is a Portfolio in Education?(2)
The collection must include:• student participation in selecting
contents• the criteria for selection• the criteria for judging merit• evidence of student self-reflection
(Northwest Evaluation Association, 1990)
3
Portfolio ProcessesTraditional• Collecting• Selecting• Reflecting• Projecting• Celebrating
+ Technology• Archiving• Linking/Thinking• Storytelling• Planning• Publishing
Purpose & Goals for the portfolio(Determine Content)
• Many purposes:–Learning–Assessment–Marketing/Showcase
A Resource onK-12 Portfolios• By Evangeline Harris
Stefanakis
• Published byHeinemann
• Includes a CD-ROMwith examples ofstudent portfolios
Assessment for LearningContinuum - Enhanced
Stefanakis, Evangeline (2002) Multiple Intelligences and Portfolios.Portsmouth: Heinemann, p. 136
Learning Accountability
Self Assessment
Informal FeedbackRubrics
Portfolios
Performance Based
Standardized Tests
Reflection *
Observation *
Which approach should you take?
• Are you looking for an electronic portfolio…
• Or an assessmentmanagement system?
• What’s the difference?Along a Continuum
Electronic Portfolio orAssessment Management System?
Institution-CenteredStudent-Centered
Visual design and hyperlinks most oftencontrolled by database structure
Visual design and hyperlinks most oftenunder control of portfolio developer
Data storage primarily on LAN or onsecure WWW server
Data storage in multiple options:CD-ROM, videotape, DVD, WWWserver, LAN
Primary type of data: qualitative andquantitative
Primary type of data: qualitative
Data structure most often uses arelational database to record, report data
Data structure varies with tools used tocreate the portfolio; common dataformats (converted to HTML, PDF)
Single purpose: Formative andSummative Assessment
Multiple purposes: Learning,Assessment, Employment
Assessment Management SystemElectronic Portfolio
4
Electronic Portfolio or AssessmentManagement System?
A few examples of K-12ePortfolios
• Victoria’s Electronic Portfolio (K, 1, 2)http://homepage.mac.com/eportfolios/families/or my Apple Learning Interchange Exhibit
• Middle School ePortfolios- examples - Shea - Naya - Naya’s story
• High School ePortfolioshttp://electronicportfolios.org/hs/index.html
Assessment Systemsand Electronic Portfolios:Balancing Accountability
with Learning
©2004, Helen C. BarrettJudy Wilkerson & William Steve Lang
Contrasting Paradigms ofPortfolios
Positivism
ConstructivismF. Leon Paulson & Pearl Paulson (1994)
“Assessing Portfolios Using the Constructivist Paradigm”in Fogarty, R. (ed.) (1996) Student Portfolios.
Palatine: IRI Skylight Training & Publishing
Positivist Portfolios
“ The purpose of the portfolio is to assesslearning outcomes and those outcomesare, generally, defined externally.Positivism assumes that meaning isconstant across users, contexts, andpurposes… The portfolio is a receptaclefor examples of student work used toinfer what and how much learning hasoccurred.”
F. Leon Paulson & Pearl Paulson (1994)“Assessing Portfolios Using the Constructivist Paradigm”
in Fogarty, R. (ed.) (1996) Student Portfolios.Palatine: IRI Skylight Training & Publishing
Constructivist Portfolios
“ The portfolio is a learning environment inwhich the learner constructs meaning. Itassumes that meaning varies acrossindividuals, over time, and with purpose.The portfolio presents process, a recordof the processes associated withlearning itself; a summation of individualportfolios would be too complex fornormative description.”
F. Leon Paulson & Pearl Paulson (1994)“Assessing Portfolios Using the Constructivist Paradigm”
in Fogarty, R. (ed.) (1996) Student Portfolios.Palatine: IRI Skylight Training & Publishing
5
Tension between twoapproaches
“ The two paradigms produce portfolioactivities that are entirely different.”
“The positivist approach puts a premium onthe selection of items that reflect outsidestandards and interests.”
“The constructivist approach puts a premiumon the selection of items that reflect learningfrom the student’s perspective.”
F. Leon Paulson & Pearl Paulson (1994)“Assessing Portfolios Using the Constructivist Paradigm”
in Fogarty, R. (ed.) (1996) Student Portfolios.Palatine: IRI Skylight Training & Publishing
Tension between twoapproaches
“ It is important to recognizethe dangers of the portfolioprocess-- the possibilities fortrivialization as well asmindless standardization.”(p.5)
Lyons, Nona (1998) With Portfolio in Hand.Teachers College Press
How do we create anInstitution-Centered
Assessment andAccountability System…
Without losing the power of theportfolio as a student-centered
tool for lifelong learning andprofessional development?
How do we maintainthe authenticity of the
portfolio process…And help our teacher candidatesdevelop the skills and attitudes
necessary to implement this strategywith their own students once they
have their own classrooms?
Modeling!
Why? Learner Ownership and Engagement
with Portfolio Emotional Connection to Process Learner's Authentic Voice Portfolio as Story Portfolio as Lifelong Learning/
Professional Development Tool Support deep learning
Voice = Authenticity
multimedia expands the "voice" inan electronic portfolio(both literally and rhetorically)
personality of the author is evident
gives the reflections a uniqueness
gives the feeling that the writer istalking directly to the reader/viewer
6
How can we address bothtypes of portfolios?
Use three different systems that aredigitally linked:
I. A digital archive of a learner’s workII. An institution-centered database to
collect faculty-generated assessmentdata based on tasks and rubrics
III. A student-centered electronicportfolio
Begin Here
Learning Experiences embedded in curriculum
II.
Digital Archive of Learner Artifacts
(Working Portfolio)
Interactive ProcessEvidence =+Artifacts
+Reflection+Validation
Interactive Process
Performance Tasks &
Rubrics for evaluation
Reflection on Learning
(self-selected artifacts for self-
evaluation)Evidence =+Artifacts
+Reflection+ValidationAssessor Learner
7
Positivist Paradigm(Evaluation and
Making Inferences)
Portfolio as Test
AssessorEVALUATES
requiredartifacts
Perf tasks
Performance Tasks &
Rubrics for evaluation
Data collected forcertification/
licensure(high stakes)
and for accreditation
IIII.Assessment
Management System
(institution-centered data management
system)
8
Resulting in…Institution-centeredaggregated dataleading tocertification/licensureand accreditation
Focus onLimited-Term
Evaluation
External Locus of Control• Includes prescribed artifacts
and rubrics• Requires database to manage
information• Focuses on faculty's formative
and summative evaluations
I
I.Digital Archive
of Learner Artifacts
(Working Portfolio)
ConstructivistParadigm
(Making Meaning andAssessment as Learning)
Portfolio as Story
9
LearnerCOLLECTSartifacts from
learningexperiences
Reflection
Reflection on Learning
(self-selected artifacts for self-
evaluation)
Learner SELECTSartifacts and
reflections to meetself-determined
purpose(s)
III III.Electronic Portfolio(s)
(presentation portfolios for multiple purposes)
Resulting in…Student-centereddocumentation ofdeep learning,for developing self-concept andpresentation to multiple audiences(peers, employers, etc.)
Deep Learning
involves reflection, is developmental, is integrative, is self-directive, and is lifelong
Cambridge (2004)
10
Focus onLifelong
Self-DirectedLearning
Internal Locus of Control• Includes choice of artifacts• Results in personalized
e-portfolio• Focuses on learner's
celebration of uniqueness
Balanced Assessment
System
Both approaches result in a: One final thought…Assessment of Learning
Portfolios for Learning
What about Motivation?
Components of PortfolioDevelopment
ContentPurposeProcess
Components of PortfolioDevelopment
Content:evidence(artifacts +reflections)
11
Components of PortfolioDevelopment
Purpose:the reason for developing theportfolio – includes audience Learning & professional
development Assessment Employment
Components of PortfolioDevelopment
Process:tools usedsequence of activitiesrulesevaluation criteria (rubrics) collaboration/conversation
Developmental Levels ofPortfolio Implementation
Extrinsic Motivation–institutional directed content, purpose &process – external locus of control
Mixed Motivation–learner ownership over one or two of thecomponents
Intrinsic Motivation —learnerownership of content, purpose and process
Motivation
Learner Ownership and Control of Electronic Portfolio Development
Contents Contents Contents
Purpose Purpose
Process
Learner Control vs. Organizational ControlAssumption:
Greater Learner Control leads to more Intrinsic Motivation
LEARNER CONTROLORGANIZATION CONTROL
MotivationIntrinsic
Extrinsic
DEGREE
OF CHOICE
My Final Wish…May all your
electronic portfoliosbecome dynamiccelebrations of
learningacross the lifespan.
Dr. Helen Barrett
• Co-Director ISTE’sCommunity & Assessmentin PT3 Catalyst Grant
• [email protected]• http://electronicportfolios.org/
Institution-centered
aggregated data leading to
certification/licensure and accreditation
Student-centered documentation
of deep learning, for developing
self-concept and presentation to
multiple audiences (peers, employers, etc.)
Assessor EVALUATES
required artifacts
Data collected for certification/licensure (high stakes) and for accreditation
Learner COLLECTS artifacts from
learning experiences
Learner SELECTS
artifacts and reflections to
meet self-determined purpose(s)
interactive process
Learner
LearnerAssessorEvidence =+Artifacts+Reflection+Validation
Balanced Assessment
System
II.Assessment Management
System(institution-centered data management
system)
III.Electronic Portfolio(s)
(presentation portfolios for multiple purposes)
I.Digital Archive
of Learner Artifacts
(Working Portfolio)
Performance Tasks &
Rubrics for evaluation
Reflection on Learning
(self-selected artifacts for self-
evaluation)
(begin here)Learning Experiences
embedded in curriculum
©2004, Helen C. Barrett, Judy R. Wilkerson, William Steve Lang
http://electronicportfolios.org
• Includes prescribed artifacts and rubrics• Requires database to manage information• Focuses on faculty's formative and summative evaluations
Positivist Paradigm(Evaluation and
Making Inferences)
Portfolio as Test
Constructivist Paradigm
(Making Meaning and Assessment as Learning)
Portfolio as Story
Focus on Limited-Term
Evaluation
Focus on Lifelong
Self-Directed Learning
Assessment Systems and Electronic Portfolios: Balancing Accountability with Learning
External Locus of Control Internal Locus of Control• Includes choice of artifacts• Results in personalized e-portfolio• Focuses on learner's celebration of uniqueness