STAGES OF PORTFOLIO ASSESSMENT AND

DEVELOPMENT IN THE ABE/ESOL CLASSROOM

PRESENTED BY PATTY BALL AND JANET PIRACHA, NE

SABES

Collect, Select, Reflect

Stages of Portfolio Development

Stage one: Decide whether portfolio assessment I consistent with your teaching philosophy

Stage Two: Plan for process of portfolio assessment

Stage Three: Implement portfolio assessment

Stage Four: Evaluate the process and revise for future use.

STAGE ONE: Is portfolio assessment for me?

Clarify your beliefs about Literacy

• How do these beliefs influence how you work with students?

Clarify the purpose of assessment • What is the relationship between

assessment and instruction?

STAGE TWO: Planning for the portfolio process of collecting, selecting and assessing.

Decide the content areas and the types of materials you and the learners will collect.

Decide on a schedule for developing portfolios.

Decide on the criteria for choosing materials to move from folder to portfolio.

Develop a process for moving material from folder to portfolio.

Develop criteria and process for assessing portfolios.

STAGE THREE: Implement portfolio assessment

Introduce the concept to your students at the beginning of instruction as an integral part.

Create folders and journals: ways to capture the process and the product of learning.

Apply the criteria for moving materials from folders to portfolios.

Move materials from folders to portfolios

Assess the portfolios

STAGE FOUR: Evaluate the process and revise for future use.

Digitizing Portfolios

What is an E-Portfolio

Do You Need to Digitize

It's not about the technology. A portfolio doesn’t have to be digital but pictures, video and audio change the whole experience

Students love creating videos and finding and adding pictures

They can often talk about what and how they are learning much better than they can write it, so recording their reflections creates a rich picture of their learning

Audiences love seeing the growth over time that video and pictures capture so well

Benefits of e-Portfolios

They can be shared and accessed and displayed anywhere

Media rich - can incorporate videos, pictures and other multi-media (audio)

Interactive – allow students/instructors to post comments, reflections

easy to maintain, change, and update

Improve learners' IT skills (aid in employability)

Guide students to develop desired attributes, outcomes or skills

Facilitate communication and collaboration

Other Benefits

Allows individuals to store digital evidence—text, screen capture, photos, video and/or audio—of their lifelong, learning journey in a format that can be reused for a variety of purposes

Idea is to capture content through the use of the personal device they carry with them e.g., a mobile phone or tablet or similar technology

Showcase for Student’s Work

Repository for Student’s Work

Process-Based Approach

•Collect •Select•Reflect •Build/Link •Publish •Share

Different needs pull e-Portfolio efforts in different directions

Are teachers prepared? Are students motivated?

Does the tool work, period?

Can we supportePortfolios?

How do we move as a agency to authentic

assessment?

Does the tool do what we need it to do?

How do we capitalize on students' use of Web 2.0 tools?

Are ePortfolios accessible?

Are these portfolios OF learning orFOR learning? Or both?

How do we foster reflective thinking and learning?

Considerations

Both a process and a product

Resources available: hardware, software, scanners, digital cameras, digital video, audio files

Level of technology: what skills are both you and your students comfortable/somewhat proficient with, but also what are willing to learn

The tools should allow the learner to feel in control of the process, including the "look and feel" of the portfolio.

Learner’s Authentic Voice

As learners create their own electronic portfolios, their unique "voice" should be evident from navigating the portfolios and reading the reflections on the screen.

In an electronic portfolio, the ability to add multimedia elements expands the definition of "voice" within that rhetorical construct

Voice = Authenticity

Multimedia expands the "voice" in an electronic portfolio (both literally and rhetorically)

Personality of the author is evident

Gives the reflections a uniqueness

Gives the feeling that the writer is talking directly to the reader/viewer

What Goes in an EPortfolio

Tools

The tools used to develop the portfolio should be accessible to a learner throughout their chosen career

Dependence on propriety software that is not accessible to a learner after they leave a program, may not, in the long term, provide the skills necessary to maintain the e-portfolio as a lifelong professional development tool

Personal WebSpace

“Rather than limit people to the e-Portfolio model, why not

develop a model providing a personal Web space for

everyone, for their lifetimes and beyond?”“Educause ’04”

Things You Can Use

Wikis – wikispaces/pbwikis

Google sites

Folio for Me

PowerPoint

www.livebinders.com - http://www.livebinders.com/edit/index/285385

http://www.livebinders.com/edit/index/343319

References

Helen Barrett Presentation on ePortfoliosCreating Student ePortfolios with Google

SitesHelen Barrett Portfolio Samples, explanations

, reviews - last updated March 7, 2012 - 33 tools to date)

Tools and SamplesePortfolios: a portal siteEPortfolios - Penn State (video)PBWorks - evolving list of toolsWikispaces - Creating e-Portfolios