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1
Student Electronic Portfolios
ESSDACK, Hutchinson, KansasOctober 14, 1999
Helen C. Barrett, Ph.D.Web Site on Electronic PortfoliosListserv: [email protected]
http://transition.alaska.edu/www/portfolios.htmlE-mail: [email protected]
2
Objectives
l Become aware of the questions to ask when planning toimplement electronic portfolios with students.
l Become aware of the various strategies for authoringelectronic portfolios with students at different age levels
l Understand the process for developing electronicportfolios with students• decide on purpose for the portfolio
• describe the audience for the portfolio
• decide on the contents of the portfolio
• decide which software tools are most appropriate for the portfoliocontext
3
Objectives (continued)
l Become aware of the technologies needed in theclassroom to develop electronic portfolios
l Become aware of the skills teachers need to supportstudents developing electronic portfolios
l Gain hands-on experience with various softwarepackages for developing electronic portfolios withstudents:• Grady Profile
• Productivity software(word processors, databases, slide shows)
• HyperStudio
4
Hands-on Activities
l Try out Grady Profile for the Macintosh
l Try out a HyperStudio template(Forest Technologies)
l Create a template using any tool you like:• Any Word Processor (or WWW page editor)
• AppleWorks Database (or FileMaker Pro)
• PowerPoint or AppleWorks Slide Show
• HyperStudio
7
What is a portfolio?
l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)
l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment
l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)
8
What is an Electronic Portfolio?
l A portfolio that uses electronic technologies
l allowing the developer to collect andorganize portfolio artifacts in many mediatypes (audio, video, graphics, text);
l AND using hypertext links, organize thematerial to
l connect evidence to appropriate standards.
9
Electronic or Digital Portfolio?
l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form
l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)
12
Why use technology?Sheingold’s Reasons (1992)
l To make work in many mediaaccessible, portable, examinable, widelydistributable
l To make performance replayable andreviewable; it is important to see morethan once
l To address ownership issues of student-created work
l To address storage issues
13
Why use technology?(Barrett’s assumptions, 1998)
l Today, many documents are initially createdwith a computer, anyway.
l Hypertext links allow clear connectionsbetween standards and portfolio artifacts
l Creating an EP can develop teachers’ skills inusing multimedia technology
l Modeling: A teacher with an EP will be morelikely to have students with EPs.
l It’s fun & easier to manage the process,especially storage, presentation, and duplication
7
What are the phases ofPortfolio Development?
Portfolio DevelopmentLiterature
l Collectionl Selectionl Reflectionl Projection
(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.
Multimedia DevelopmentLiterature
l Assess/Decidel Designl Developl Implementl Evaluate
5
Portfolio Organizer(decision-making points, not a step-by-step process)
l Purpose, Type, Audience, Time Framel Categories for Entries
l Criteria for Entriesl Work Samples
l Reflectionsl Storing and Organizing Portfolios
l Sharing the Learning: Conferences & Responsesl Goal Setting
l Self-Evaluationl Getting Started
Rolheiser, Bower, & Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making
6
Bena Kallick’s process
lCollectionlSelectionlReflectionlDirection (future goals)
-- and I add:lConnection (conferencing)
7
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
l PROJECT purposesl COLLECT and
organize artifactsl SELECT key artifacts
l INTERJECTpersonality
l REFLECTmetacognitively
l INSPECT to self-assessl PERFECT and evaluate
l CONNECT andconference
l INJECT/EJECT toupdate
l RESPECTaccomplishments
8
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lPROJECT purposes- the “big picture”goals for the portfolio
Projecting is focusing.
9
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lCOLLECT and organize theartifacts
Collection is abundance.
10
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lSELECT key artifacts- contents of the portfolio- prioritize
Selection is abandonment.
11
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lINTERJECT personality- cover, design, layouts- personal touch
Interjection is style and flair.
12
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included
Reflection is a mirror into the self.
13
Reflection and Learning
"We do not learn fromexperience.
We learn from reflecting onexperience.”
-John Dewey
14
…from Kay Burke (1997)Designing Professional Portfolios for Change
"Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."
15
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknesses
Inspection ensures one is oncourse.
16
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lPERFECT and Evaluate- fine-tuning the content- getting ready for grading
Perfecting is to make a polishedfinal draft or a finished product.
17
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogue
Connecting is conversing.
18
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio fresh
Injecting/ejecting is the cycle of theportfolio.
19
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
lRESPECT Accomplishments- formal exhibition before anaudience
Respecting is celebration.
20
The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)
l Three Options for Portfolio Development
lEssential Portfolio• Collect, Select, Reflect
lExpanded Portfolio• Project, Collect, Select, Reflect, Perfect, Connect
lElaborated Portfolio• Project, Collect, Select, Interject, Reflect, Inspect,
Perfect, Connect, Inject/Eject, Respect
16
DDD-E Process (1)
lDecide:• goals of portfolio based on learner outcome goals
that should be based on national/state/localstandards with associated evaluation rubrics
• describe the assessment context
• describe the audience(s) for the portfolio (student,parent, college, community?)
• content of portfolio items (determined by context)
5
Elements of Portfolio Planning
lPurpose
lAudience
lProcess
17
A few words about the primaryaudience for the portfolio
l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.
l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)uses the portfolio to validate that growth,then students become empowered.
18
DDD-E Process (2)
lDesign•Determine which software tools are
most appropriate for the portfoliocontext
•Determine which storage andpresentation medium is mostappropriate for the situation
•Storyboard the portfolio
23
What is the best electronic portfolio program?
lIt depends!l on the assessment context l and a variety of other factors, human
and technological, that exist in a classroom, school or district.
5
Authoring software
There are a variety of authoringsoftware packages which allow thecreation of
hypertext linksbetween goals, student work samples inmultiple forms of media, rubrics, andassessment.
6
Importance of UsingAppropriate Software
The software used to create the electronicportfolio will control, restrict, or enhance theportfolio development process.
Form should follow function,and the electronic portfolio softwareselected should match the vision, style andskills of the portfolio developer, as well asthe technology available.
33
How do you decide what toolsto use?
l Level of Teacher Skill (Relative Ease of Use)
l Level of Technology Required
l Other factors
(Learning & Leading with Technology,
October, 1998)
Level of Teacher Skill(Relative Ease of Use)
1 2 3 4 5Limitedexperience withdesktopcomputer - ableto use mouse,menus, runsimpleprograms
Level 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabase
Level 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)
Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabase
Level 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabase
Level of Technology Required
1 2 3 4 5No computer A single
computer with8 MB RAM, 80MB HD, noAVinput/output
One or twocomputers with16 MB RAM,250+ MB HD,simple AVinput (likeQuickCam)
Three or fourcomputers, oneof which has32+ MB RAM,500+ MB HD,AV input andoutput, scanner,VCR, videocamera, high-density storagedevice (such asZip drive)
Level 4 PLUSCD-Recorder,at least twocomputers with48+ MB RAM
Optional: videoeditinghardware andsoftware
Comparison of Construction ToolsRelationaldata base
Hypermedia“card” file(includingtemplates)
Multimediaauthoringsoftware
WWW Pages AcrobatReader
Proprietarysoftware
Commondevelopmenttools
FileMaker Pro HyperStudioDigital Chisel
MacromediaAuthorware,Director
Adobe PageMill,Claris HomePage
Adobe AcrobatExchange 3.01
Grady ProfilePersonna Plus
Structure &Links
Structuredfields/records/files linkedtogether bycommon fields
Electronic cards(screens) linkedtogether by“buttons”
Icon-based ortime-basedmultimediaauthoringenvironment
WWW pagesviewed with aWeb Browser(Netscape orExplorer) usinglinks created inHTML
Postscript-basedpages that can benavigatedsequentially, orusingbookmarks,links, or buttons
Varied: GradyProfile hasHypercard basePersonna Plususes relationaldatabase engine
Playeravailable
Yes Yes Self-contained Browser (free) Reader (free) ?
Advantages FlexiblereportingNetwork-friendlyWeb accessibleCross-platform
Widelyaccessible inclassroomsConstructiontools included
Most flexibilityin developmentCD-ROMCross-platform
Web-accessibleCross-platform
Web-accessibleCross-platformCreate files fromany applicationIdeal for CD-R
Pre-designed andstructured
Disadvantages Limitation of sizeof filesRequires player
Not directly web-accessibleView limited toscreen size
Steep learningcurve
Multimedia(video) not wellintegratedComplexauthoring
Size of filesLimitedconstructiontools
Grady: not Web-accessible, Maconly, inflexible
Ease of Use* 4 to develop2 to use
3 to develop 5 2 with editor4 without
2 2 (Grady)? (Personna)
TechnologyRequired
3 3 5 4 4 24
Cost (withEd. discounts)
$49 $39-$199 $150-$1,000 $49-$79 $49 Grady $195Personna ?
24
Generic Construction Tools(off-the-shelf software)
•Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access
•Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.
•Multimedia authoring software, such as MacromediaAuthorware, Macromedia Director
•Network-compatible hypermedia:• HTML/WWW Pages• Adobe Acrobat (PDF)
•Office “Suite” Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks
Software environment
Relational data baseCommon Development Tools
Filemaker Pro, Microsoft Access
Structure and linksStructured fields/records/files linked together by common fields
Player available Yes - free
AdvantagesFlexible reporting - Network-friendly - Web-accessible - Cross PlatformMost effective in tracking and reporting achievement of standards
DisadvantagesLimitation on size of files - Requires player - Requires higher skill level to develop
Ease of Use
4 to develop2 to use
Technology Required 3
Cost with ed. discounts $49-$199
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
Hypermedia “card” file (including templates)Common Development Tools
HyperStudio, Digital Chisel, HyperCard, Toolbook
Structure and linksElectronic cards (screens) linked together by “buttons”
Player available Yes - free
AdvantagesWidely accessible in classroom. Construction and display tools available in one program.
DisadvantagesNot directly web-accessible. View limited to screen size. Effort required to link standards and portfolio artifacts.
Ease of Use
3 to develop Technology Required 3
Cost with ed. discounts $39-$199
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
Multimedia authoring softwareCommon Development Tools
Macromedia Authorware, Director
Structure and linksIcon-based or time-based multimedia authoring environment
Player available Self-contained files
AdvantagesMost flexibility in developing for CD-ROM publishing. Cross-platform.
DisadvantagesSteep learning curve. Effort required to link standards and portfolio artifacts.
Ease of Use 5 Technology
Required 5Cost with ed. discounts $150-$1000
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
World Wide Web PagesCommon Development Tools
Adobe PageMill, Claris Home Page, Microsoft Front Page, many more
Structure and linksWWW pages viewed with a Web Browser (Netscape or Explorer) using links
created in HTML
Player available Web browser - free
AdvantagesWeb-accessible. Cross-platform.
DisadvantagesMultimedia (video) not well integrated. Complex authoring environment.
Ease of Use
2 with editor4 without
Technology Required 4
Cost with ed. discounts free - $99
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
Proprietary SoftwareCommon Development Tools
Grady Profile, Personna Plus
Structure and linksVaried: Grady Profile has HyperCard base. Personna Plus uses relational
database engine.
Player available ?
AdvantagesPre-designed and structured.
DisadvantagesGrady: not web-accessible, Mac only, inflexible layout.Personna: ?
Ease of Use
2 (Grady Profile)? (Personna Plus)
Technology Required 2-4
Cost with ed. discounts Grady $195
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
Multimedia Slide ShowsCommon Development Tools
PowerPoint, ClarisWorks Slide Show, Astound
Structure and linksElectronic slides, most often shown in linear sequence.
Player available
AdvantagesCommonly-available tool.
DisadvantagesAvailability of hypertext links between standards and portfolio artifacts.
Ease of Use 3 Technology
Required 4Cost with ed. discounts $29+
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environmentDigital Video
Common Development ToolsAvid Cinema, Adobe Premiere, Movie Player Pro, Apple Video Player
Structure and linksdigitized video, usually in QuickTime or AVI format
Player available Yes - Free
Advantageswww access, high interactivity. random access, editing
Disadvantagesfile size, storage, quality, bandwidth requirements, hardware requirements to digitize.
Ease of Use
5 Technology Required 5
Cost with ed. discounts
$29+++
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environmentAnalog Video
Common Development Toolsvideo editors
Structure and linksanalog video on a variety of formats (i.e., VHS, 8mm)
Player available VCR
Advantagesubiquitous access, cheap storage media, acceptable quality, relatively low cost hardware requirements
Disadvantageslinear access, low interactivity, no www access, storage, editing
Ease of Use
4 Technology Required 1
Cost with ed. discounts
?
Electronic Portfolio Development Tools
© Helen Barrett, 1998
Software environment
Adobe Acrobat ReaderCommon Development Tools
Adobe Acrobat Exchange 3.01
Structure and linksPostscript-based pages that can be navigated sequentially, or using
bookmarks, links, or buttons
Player available Acrobat Reader - free
AdvantagesWeb-accessible. Cross-platform. Create files from any application. Ideal for Compact-disc-recordable portfolios. Handles multimedia well.
DisadvantagesSize of file. Limited built-in editing tools. Requires another program to create files.
Ease of Use 2 Technology
Required 4Cost with ed. discounts $49
Electronic Portfolio Development Tools
© Helen Barrett, 1998
21
Storing the Working Portfolio
• Computer diskette
• CD-Recordable (CD-R) & CD-ReWritable (CD-RW)
• Video Tape
• High density floppy (Zip disk)
• WWW or Intranet
• Jaz disk
• DVD-RAM (coming soon)
22
Publishing the Presentation(Formal) Portfolio
l CD-R
l Video Tape
l WWW
l DVD-RAM
The choice depends on the audience for theportfolio
19
DDD-E Process (3)
lDevelop• gather multimedia materials to include in the portfolio
which represent learner's achievement (preferably linkedto standards, preferably in a relational database)
• record student self-reflection on work and achievementof goals
• record teacher feedback on student work andachievement of goals
• organize with hypermedia links between goals, studentwork samples, rubrics, and assessment
6
Collection
l The primary activity of a working portfolio.
l Don’t save everything!
l Purpose and audience and future use ofartifacts will determine content.
7
Selection
l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.
l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)
l This is where many electronic portfolios end!
8
Reflection
l Students articulate their thinking abouteach piece in their portfolio.
l Through this process of reflection,students become increasingly aware ofthemselves as learners.
l Use reflective prompts.l Include reflections on every piece plus
overall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)
9
Reflection
l “The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.”(Danielson & Abrutyn [ASCD], 1997, p. 26)
30
Organizing framework
lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.
31
A portfolio without standards:
lis just a multimediapresentation
lor a fancy electronic resumelor a digital scrapbook
31
A portfolio without reflections:
lis just a multimediapresentation
lor a fancy electronic resumelor a digital scrapbook
20
DDD-E Process (4)
lEvaluate• present portfolio to appropriate audience (by
student, in age-appropriate situations)
• evaluate effectiveness of portfolio related tothe purpose and assessment context
10
Direction
l Looking ahead and setting goals forthe future.
l Students see patterns in their work.l These observations can help
identify goals for future learning.
(Danielson & Abrutyn [ASCD], 1997, p. 18)
2
Electronic Portfolio Process
l Using any software as an electronicportfolio development environment
l Process can also apply to Hypermediaprograms (such as HyperStudio) andHTML (Web pages)
l Focus on the stages of development
49
Several Electronic Portfolio examples:
Faculty Portfolio (Adobe Acrobat on CD-R)UA Anchorage MAT Student PortfolioMacromedia Director Teaching PortfolioAnchorage Sch. Dist. Teacher Portfolio
Templates: Ed Tech EndorsementAlaska State Teacher StandardsAlaska State Administrator Standards
Other ExamplesCoalition of Essential Schools Model
Kathleen Fischer - HTML on WWW
RMIT (Australia) - HTML on WWW
Student (Alaska) - HyperStudio
Teacher (Alaska) - HyperStudio
4
Hands-on Time!
l Try out Grady Profile for the Macintosh
l Try out a HyperStudio template(Forest Technologies)
l Create a template using any tool you like:• Any Word Processor (or WWW page editor)
• AppleWorks Database (or FileMaker Pro)
• PowerPoint or AppleWorks Slide Show
• HyperStudio
49
1
What is PDF?
lPDF stands for
Portable Document Format. lIt was developed by Adobe
Corporation to allow efficient electronic distribution of large documents.
2
What is PDF?
l A PDF file will look the same on the screen and in print regardless of what kind of computer you are using or which software package it was created from.
l A large document can be compressed small enough to download quickly, and displays text and pictures as if you were looking at the original book or brochure.
8
Why create a digital portfolio in PDF rather than HTML?
l NO programming or coding files - easier to learn
l WYSIWYG - PDF files look exactly like the original document
l All one document, not fragmented files (graphics & text)
l Easier to integrate multimedia (sound and video)
9
Why create a digital portfolio in PDF rather than HTML?
l Ideal format for CD-ROMl Easily integrate documents created by a
variety of different software packagesl A variety of ways to navigate a
document: –Bookmarks–Links
–Thumbnails–Toolbar
HTML or PDF?HTML Works Best Both Work Well PDF Works Best
HTML WSSIWYG editors Word processing programs Desktop publishing programsText editors Spreadsheet programs Illustration programsDatabase programs Document yet to be created Presentation softwareDocuments already tagged (SGML) Document in RTF format Document already producede-mail Basic specification sheets Document exists on paper onlyMemos Graphs NewslettersBasic letters Order forms (information receipt) MagazinesSimple reports Links to URL's (WWW) PostersVarious text-based documents Mailto: links Annual reportsServer side information (two-way) CGI's (Image maps) Books, brochuresServer-push information Forms URL's with links over text & graphicsIndex service (search and retrieve) Document-based securityDatabase connectivity Movie and sound playbackFrames High-resolution imagesJava applets Page numbers
Text over images
Source: Kent, G. Internet Publishing with Acrobat Adobe Press, San Jose, CA, 1996.
Other References:
1. Adobe Acrobat Classroom in a Book (with CD-ROM). The official training workbook (Mac and Windows). Adobe Systems Incorporated, San Jose, CA, 1997.
2. Alspach, Ted Acrobat for Macintosh and Windows Peachpit Press, Berkeley, CA, 1997
Any authoring application
Print to PDF Printer Driver
PDF Writer
Postscriptprinter driver
Postscriptfile
AcrobatDistiller
PDF File
Print to File
Edit/Links/BookmarksAcrobat Exchange$40 ed. price
View/Print/SearchAcrobat Reader (free)
DistributeBrowserE-mailPrintCDFile ServerDiskette
Learning & Leading with Technology - October 1998 1
Feature
Strategic QuestionsWhat to Consider When Planning forElectronic PortfoliosAssessing a student’s development over time is always achallenge, especially when the student’s earlier work is notreadily available. In this feature article, the authordiscusses how one alternative assessment form, theelectronic portfolio, can help teachers track studentimprovements over long periods. She also presents themost important questions that educators must answer asthey consider using such assessments.
By Helen C. Barrett (L&Lw/T, October, 1998)
Learning & Leading with Technology - October 1998 7
What Should a Traditional orElectronic Portfolio Include?A portfolio should include the followingelements:• learner goals• guidelines for selecting materials (to keep the
collection from growing haphazardly)• work samples chosen by both student and
teacher (the "artifacts")• teacher feedback• student self-reflection pieces• clear and appropriate criteria for evaluating
work (rubrics based on standards)• standards and examples of good work
Learning & Leading with Technology - October 1998 12
Table 1. Teacher-Centered or Student-Centered?Teacher-Centered Mixed Model Learner-Centered
Teachers take fullresponsibility for allaspects of theelectronic portfolioprocess; may haveparent volunteers tohelp.
Where appropriate,teachers shareresponsibility withstudents, who leadtheir own parentconferences. Studentscollect most of theartifacts and digitizesome of the work.
Students arecompletely in chargeof their own portfolios,including digitizingwork samples, storage,and presentation.
Self-assessment:Little or no studentself-assessment orpeer or parentinvolvement inassessment.
Self-assessment:Collaboration in self-assessment isencouraged.
Self-assessment:Students areresponsible forassessing their ownwork, often incollaboration withpeers, parents,teachers, and others.
Learning & Leading with Technology - October 1998 13
1. What is the purpose of theportfolio?The portfolio’s purpose and varied audiences willdetermine many of the following context factors. Thesefactors relate not only to the purpose of the portfolio, butalso to other learner characteristics. We assume thatdifferent ages and audiences will lead to differentportfolios and purposes and thus different formats forstorage and publication.
UCLA’s National Center for Research on Evaluation,Standards, and Student Testing (CRESST) identified apreliminary list of various assessment purposes that it usedfor classification in a database on alternative assessmentstrategies. Information from the list has been distilled intoTable 2, which shows each type of assessment and itspotential primary audience.
Learning & Leading with Technology - October 1998 16
2. How will you store the workingportfolio?
The working portfolio is distinct from the formalone. It serves to store all artifacts of student workas they are collected. The medium selected thusshould allow both easy access and reliable storage.
Examples include computer disks (floppies or harddrives), scannable paper, rewritable compact discs(CD-RWs), videotape, high-density disks (e.g., Zipor Jaz disks), and intranet (building or district) orpassword-protected servers.
Learning & Leading with Technology - October 1998 17
3. How will you publish the formalportfolio?Once portfolio artifacts are collected and organized,a formal or presentation portfolio is developed.This usually requires a different publishing formator medium.
Decisions here should be based on the portfolio’sprimary audience and the type of technologyavailable. Examples include CD-ROMs, videotape,intranet (building or district) or password-protectedservers, and the Internet (in appropriatecircumstances).
Learning & Leading with Technology - October 1998 18
4. How will you guarantee secureassessment information?In other words, how can you make sure that theelectronically stored student assessmentinformation will remain secure and confidential?
5. Can you use technology to collectobservational assessment data?If so, only two programs—Learner Profile andGrady Profile—are commercially available, andonly Grady is capable of storing portfolio items.
Learning & Leading with Technology - October 1998 19
Other Assessment Context FactorsA few other important questions also need to be answered.
• What is the student’s age?
• What time frame will the portfolio cover?
• What kinds of outcomes will be assessed?
• What is the focus and type of evidence being collected?
• What multimedia formats must be included to illustratestudent efforts, progress, and achievement?
• Do you want to correlate student performance to state ordistrict standards— that is, document the achievement ofspecific standards by linking them to specific evidencesuch as artifacts, exhibitions, or performances?
Learning & Leading with Technology - October 1998 33
Resource Questions1. What is the stakeholder’s experience usingtraditional portfolio-based assessment?
1 2 3 4 5Limitedexperiencein storingsamples ofstudentwork infile folders
Regularlyusesportfoliosas teacher-centeredassessmenttool
Students andteacherscollaboratively selectitems to gointostudent’sportfolio,using well-definedrubrics toevaluatestudent work
Level 3 andportfoliosincorporatestandards(national,state ordistrict) andstakeholders haveaccess toexemplarsforcomparison
Level 4 andmaintainsstudent-centeredassessmentenvironment, includingstudent-ledconferences
Learning & Leading with Technology - October 1998 34
2. At what level are the teachers’ computerskil ls?
1 2 3 4 5Limitedexperience withdesktopcomputersbut ableto usemouseandmenusand runsimpleprograms
Level 1andproficientwith awordprocessor,basic e-mail, andInternetbrowsing;can enterdata into apredesigned database
Level 2 andable to build asimplehypertext(nonlinear)document withlinks using ahypermediaprogram suchas HyperStudioor AdobeAcrobatExchange or anHTMLWYSIWYGeditor
Level 3and able torecordsounds,scanimages,outputcomputerscreens toa VCR,and designan originaldatabase
Level 4 andmultimediaprogramming or HTMLauthoring;can alsocreateQuickTimemovies liveor fromtape; ableto programa relationaldatabase
Learning & Leading with Technology - October 1998 35
3. What is the level of student accessto computers?
1 2 3 4 5Little ornoaccessduring atypicalweek
Access toacomputerfor atleast twohours aweek;20:1student-to-computerratio
Access toacomputerfor atleast halfan hour aday; 15:1student-to-computerratio
Access toacomputerfor at leastone hour aday; 10:1student-to-computerratio
Access toacomputerfor at leasttwo hoursa day; 5:1student-to-computerratio
Learning & Leading with Technology - October 1998 36
4. What is the students’ level of technologycompetence and independence in using acomputer? (Is it age-dependent?)
1 2 3 4 5Limitedexperiencewithdesktopcomputersbut able touse mouseandmenus,and runsimpleprograms
Level 1 andproficientwith a wordprocessor,basic e-mail, andInternetbrowsing;can enterdata into apredesigneddatabase
Level 2 and ableto build a simplehypertext(nonlinear)document withlinks using ahypermediaprogram such asHyperStudio orAdobe AcrobatExchange or anHTMLWYSIWYGeditor
Level 3 andable torecordsounds,scanimages,outputcomputerscreens to aVCR, anddesign anoriginaldatabase
Level 4 andmultimediaprogrammingor HTMLauthoring; canalso createQuickTimemovies live orfrom tape; ableto program arelationaldatabase
Learning & Leading with Technology - October 1998 37
5. What technology is already available in theclassroom? Describe computers, including RAM andhard-drive storage capacity, and every 18 months look forthe minimum technology capability to double and costs todecrease by half for the same power and capacity.
1 2 3 4 5Nocomputer
Singlecomputerwith 8MBRAM, 80MB HD,no AVinput/output
One or twocomputerswith 16MB RAM,250+ MBHD, simpleAV input(such asQuickCam)
Three or fourcomputers, oneof which has32+ MB RAM,500+ MB HD,AV input andoutput, scanner,VCR, videocamera, high-density floppy(such as a Zipdrive)
Level 4 andCD-ROMrecorder, atleast twocomputerswith 64+ MBRAM; digitalvideo editinghardware andsoftware.Extra Gb+storage (suchas Jaz drive)
Learning & Leading with Technology - October 1998 38
6. What type of networking is available in aclassroom, building, or district? Is there aserver?
1 2 3 4 5Nonetwork,onlystand-alonesystems
Printersharingand filesharingonly vianetwork
Dial-upPPPaccess tonetworkthrough28.8modem
Ethernetnetworkwith 56Kaccess todistrictserver
FullTCP/IP(Internetaccess atT-1 orEthernetspeed);WWWserver inbuilding
Learning & Leading with Technology - October 1998 39
7. How much budget is available foradditional hardware and software?
1 2 3 4 5
None $300
per
classroom
$600
per
classroom
$2,000
per
classroom
$5,000+
per
classroom
Learning & Leading with Technology - October 1998 40
8. How much budget is available for staffdevelopment (time and cost) and support?
1 2 3 4 5None After-
schoolworkshopor creditclass onown time(or both)
Inservicedaysdedicatedtoimplement-ation
Releasetime forteachersto visitotherclass-rooms
Releasetime andin-classsupport
Learning & Leading with Technology - October 1998 25
Which Supporting Technologies WillManage the Digitizing Process?
Authoring SoftwareMost people know how to store work in paper filesand folders but not how to organize informationelectronically on a computer for easy storage andretrieval. A good authoring program helps studentsconstruct and organize their portfolios andpresentations. Tables 3 and 4 list different softwarealternatives, using either generic authoringsoftware or commercial software that has beendeveloped specifically for electronic portfolios.
See Table 3 and Table 4
Learning & Leading with Technology - October 1998 27
Hardware Add-OnsMany people are learning how to use desktopcomputers for both professional and personalproductivity. They may not know, however, thetypes of additional equipment that will enablemultimedia production for presentations andportfolios. Fortunately, the addition of threeinexpensive items to a desktop computer canproduce a highly effective electronic-portfoliodevelopment station:
• a $99 “eyeball” video camera
• a page scanner (less than $150)
• a high-density floppy drive (such as a Zip drive;less than $150).
4
Become a “digital pack rat”
l Set up an electronic filing systeml Use “high density storage” devices
- Zip disks, Jaz disks- CD-R, DVD-RAM
l Don’t leave the “collection/selection”until the last minute
l Plan for an electronic portfolio from thebeginning of the program
5
Identify standards
l Use for portfolio organizationl Set up “folders” to store artifact for each
standardl Suggested Standards:
NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards
6
Select artifacts
l Select the artifacts that demonstrateachievement of each standard
l Possible types of artifacts to include:• significant papers, projects;• evaluations from all practicum/field experiences;• professional correspondence, letters of reference;• letters of recognition, awards, certificates, etc.;• samples of effective and reflective writing;• stories, journal entries, articles, manuals ;• photographs, drawings, sketches;• lesson plans/curriculum that you have created;• audio, video, or other electronic evidence;
7
Write reflective statements
l For each standardOR
l For each artifact
l Could set up a standard form to becompleted» Using a database program» Using a PDF form with “fields”
Name ofArtifact
Date
Source
RationaleStatement
1Artifact forStandard #
1.1.4Indicator
Basic Technology Operations andConcepts
operate and interface peripheral devices with a computer system supportingimaging including scanner, digital camera, and/or video camera.
Type ofMedia
Artifact
8
Create an outline or storyboard
l Use word processor with outlining(such as Microsoft Word)
ORl Use slide show with outlining
(such as PowerPoint)OR
l Use mapping software(such as Inspiration)
9
Create a Table of Contents
l Divide into sections:» Introduction
– Acknowledgement– Table of Contents
» The Standards and Reflections» The artifacts
10
Create a portfolio matrix
l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard
l Use spreadsheet or table in wordprocessor
Indicator Indicator Artifact - - - - - -> 1 2 3 4 5 6 7 8
1.1.1 operate a multimedia computer system with related peripheral devices to successfully install and use a variety of software packages.
1.1.2 use terminology related to computers and technology appropriately in written and oral communications.
1.1.3 describe and implement basic troubleshooting techniques related to using a multimedia system with related peripheral devices.
1.1.4 operate and interface peripheral devices with a computer system supporting imaging including scanner, digital camera, and/or video camera.
1.1.5 observe demonstrations or uses of specific-purpose electronic devices and adaptive assistive devices for special needs.
1.1.6 observe demonstrations or uses of broadcast instruction, audio/video conferencing, and other distant learning applications.
1.1.7 demonstrate knowledge of uses of computers and technology in business, industry, and society.
1.2.1 use productivity tools for word processing, database management, and spreadsheet applications.
1.2.2 apply productivity tools for creating basic multimedia presentations.
1.2.3 use computer-based technologies including telecommunications to access information and enhance personal and professional productivity.
1.2.4 use computers to support problem solving, data collection, information management, communications, presentations, and decision making.
1.2.5 demonstrate knowledge of equity, ethics, legal, and human issues concerning use of computers and technology.
1.2.6 identify computer and related technology resources for facilitating lifelong learning and emerging roles of the learner and the educator.
1.3.1 explore, evaluate, and use computer/technology resources including applications, tools, educational software and associated documentation.
1.3.2 describe current instructional principles, research, and appropriate assessment practices as related to the use of computers and technology resources.
1.3.3 design, deliver, and assess student learning activities that integrate computers/technology for a variety of student grouping strategies and for diverse student populations.
1.3.4 design student learning activities that foster equitable, ethical, and legal use of technology by students.
1.3.5 practice responsible, ethical and legal use of technology, information, and software resources.
Educational Technology Foundations Standards International Society for Technology in Education
11
Convert Artifacts to PDF
l Create PDF files from word processingor slide show files (or any application)
l Use PDF Writerl OR convert Postscript files with
Acrobat Distiller(print to file)
12
Edit PDF Files in Exchange
l Edit Pages inExchange» Insert pages» Extract pages» Replace pages» Delete pages» Move pages» Crop pages» Rotate pages
l Page Actions» Use forms» Add web links» Add multimedia
objects– Sound– QuickTime movies
» Notes» Navigation tools
13
Create Multimedia Files
l Digitize and edit sound clips- use sound editing software:Sound CompanionKaboom!
l Digitize and edit video clips- use video editing software:Movie Player Pro, Avid Cinema,Adobe Premiere, Apple’s new Final Cut Pro
14
Navigation
l Organize portfolio with hypertext linksbetween
– Standards– Artifacts– reflections
l Create bookmarks & thumbnailsl Add movie linksl Insert sound clipsl Add “buttons” with Forms tool
15
Publish Portfolio
l Record to appropriate medium
Floppy disk (no multimedia)CD-RecordableWWW serverVideo tapeDVD (coming soon)
17
Remember the portfolio is aunique document...
...illustrating your achievements as an educator. It should:• identify and reflect positively on relevant learning achievements
• critically analyze experiences and articulate the learning achieved
• demonstrate increased awareness of own potential and aspirations
• demonstrate improved self-confidence to develop own learning
• identify academic and professional development
• demonstrate skills, knowledge and understanding gain from coursework
• demonstrate skills, knowledge and understanding gain from the practicum
• demonstrate skills, knowledge and understanding gain from relatedprofessional work experiences
• critically reflect your thoughts and self assessment - from UAA Adult Education Portfolio Handbook, 1998
18
Above all else:
Let your love oflifelong learning
shine!And have fun!
2
Helen C. Barrett, Ph.D.
lWeb Site on Electronic Portfolioshttp://transition.alaska.edu/www/portfolios.html(soon) http://portfolios.alaska.edu/
lListserv: [email protected]
lE-mail: [email protected]