Embed Size (px)
DESCRIPTION
Citation preview
ePORTFOLIOS
Nick Rate [email protected] http://nickrate.com
A framework for developing
for both students and staff.
PART 1:
DEVELOPING LEARNINGePORTFOLIOS FOR
STUDENTS
Step 1: Research
• understand the pedagogy• read the literature• talk to the experts• view student eportfolio examples• best practice visits• network with practitioners
...encourages all students to reflect on their own learning processes and to
learn how to learn.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
...all students should develop strategies for self-monitoring and
collaborative evaluation of their performance in relation to suitable criteria.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
Students learn as they engage in
shared activities and
conversations with other people...
...working with parents and caregivers as
key partners who have unique knowledge of their children and countless
opportunities to advance their children’s
learning.
The New Zealand Curriculumhttp://flickr.com/photos/todbaker
!""#$$#%&'()*&+#&,#-#&./0(1234&
56--/788999:-;4:)(3:2<8(81$$#$$*#2-8(#$#1("68*142/13#8%4(#"-4)2$8=&&
!
!""#$$#%&'()*&+#&,#-#&./0(1234&
56--/788999:-;4:)(3:2<8(81$$#$$*#2-8(#$#1("68*142/13#8%4(#"-4)2$8=&&
!!
!"#$%&"'()*+'#*,))$))-$(&**"(*.$/*0$121(3*
Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd http://assessment.tki.org.nz/
Directions for Assessment in New Zealand
...young people should be educated in ways
that support them to assume control of
their own learning and that they can only do this if they develop the
capability to assess their own learning.
http://flickr.com/photos/torres21/
Directions for Assessment in New Zealand
...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of where they are going, how they are going, and where they might go next.
http://flickr.com/photos/torres21/
Directions for Assessment in New Zealand
Parents and the wider school community will also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...
http://flickr.com/photos/torres21/
http://www.cognitioninstitute.org
Student Led Conferences: How effective are they...?
Effective reporting systems will be ones where
‘student voice’ is an integral part of the reporting process.
http://www.studentsatthecenter.org/
http://www.studentsatthecenter.org/
...self-regulated learners plan,
set goals, organize, self-monitor, and self-evaluate at various points while building new knowledge or skills.
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency
http://www.core-ed.org/thought-leadership/ten-trends/ten-trends-2014/learning-agency
...the learners’ ownership of that
learning - the direction, content, process, and assessment of that learning.
http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
http://acce.edu.au/journal/24/1/engaging-boys-through-self-reflection-using-online-journaling-tool
...significant student
engagement with self-reflection can potentially be made
through the use of online journaling tools.
Step 2: Define
Clearly define your:• purpose• vision and beliefs• audience• alignment with broader school vision and
beliefs• benefits
“An e-portfolio is an electronic format for learners to record their work,
their achievements and their
goals, to reflect on their
learning, and to share and be
supported in this.” Banks, 2004
“...ideas of what an e-portfolio 'is' are complex and to an extent the definition and purpose will vary
depending on the perspective from which a particular person is approaching the concept...”
JISC ePortfolio Infokithttp://www.flickr.com/photos/darthdowney/
TheShowcaseePortfolio
TheAccountability
ePortfolio
TheProcess
ePortfolio
www.flickr.com/photos/96dpi
Process ePortfolio: Supports students towards achieving their learning goals.
www.flickr.com/photos/viernesthttp://flickr.com/photos/torres21/
Showcase ePortfolio: Celebrates learning outcomes & shows the highest level of achievement.
http://www.flickr.com/photos/an_untrained_eye
Accountability ePortfolio: Documents learning for achievement of specific outcomes or standards.
http://www.flickr.com/photos/cristic/
Process Showcase
Accountability
showcas
e
http://www.flickr.com/photos/gifrancis
Ian Fox 2008
The power of ‘student voice’ should not be underestimated. To hear students
reflecting on their own work, in their own voice, with their own intonations and expressions, conveys meaning in a manner that
is simply not possible in written form.
http://flickr.com/photos/torres21/
The benefits...
...the social networking potential of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006
“...it is the quality, not just the quantity, of feedback that merits our closest attention.”
Sadler, 1998http://flickr.com/photos/torres21/
“...supporting the general process of reflection, self-evaluation and action planning for lifelong learning...”
MOSEP 2007
“...students can literally carry their
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
http://edtalks.org/video/eportfolios
Step 3: Consult
Seek input from all stakeholders:• students• teachers• school leadership• curriculum leaders, HODs• parents• BoT• providers
Staff
BOTSchool
Management/Leadership
Parents
ePortfolios
Expertise
Students
Shaping your ePortfolio beliefs
Step 4: Framework
• an ongoing process for eportfolio construction
• reinforces purpose and beliefs• aligned to a pedagogical approach• relationship to formal processes e.g.
reports, achievement, appraisal, registration...
“...to define e-Portfolios as a process, rather than just a product or a technological system.
Attwell, 2007
Burke, Fogarty & Belgrade (1994)
CollectSelectReflectProject
Project purpose
Collect & organise
Select learning
Interject personality
Reflect metacognitively
Inspect to self-assess
Perfect & evaluate
Connect & conference
Inject/Eject personality
Respect accomplishments
http://flickr.com/photos/torres21/
Processes
Exemplars, creating LI, SC, matrices/rubrics
Learning artifact
embedded in portfolio
Feed back, feed forward & reflection/self
assessment
Learner Agency:“The power to act.”
Celebrating success and achievement
Feed back, feed forward & reflection/self
assessment
1st draft of writing
story board
brainstorm
teachers
peers
self
family
Learning artifact
embedded in portfolio
“finished” example
2nd draft
video
ePortfolio Learning Cycle
Nick Rate: ePortfolios and Assessment for Learning (2008)
Exemplars, creating LI, SC, matrices/rubrics
Learner Agency:“The power to act.”
Learning artifact
embedded in portfolio
Feed back, feed forward & reflection/self
assessment
Nick Rate: ePortfolios and Assessment for Learning (2008)
Step 5: Criteria
• clarifying the capability required in the eportfolio tool
What tool capability do you need to make this happen?
MOE: Digital Portfolios - Guidelines for Beginners
http://nickrate.com/2008/05/26/eportfolio-criteria/
Step 6: Tool
Step 7: Educate
Students, teachers, parents, mentors, coaches:• on the purpose/pedagogy• how to give effective feedback• setting goals • reflecting and self-assessing• technical how to’s
Step 8: Implement
• seamlessly integrated into teaching and learning
• high access to hardware/internet tools• targeted teaching of reflecting/feedback• maintaining a balance between creating/
reflection/uploading• timelines: staggered vs. all at once?
Step 9: Update
• digital citizenship procedures and user agreements
• reporting and assessment guidelines and procedures
• appraisal and teacher registration process
Step 10: Review
• what have you done?• what progress have you made?• what are your key lessons?• what are you next steps?
The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose to school vision, beliefs
Consult with your students, teachers, leadership teams and parents
Framework a process linking the pedagogy/andragogy to the eportfolio
Criteria list the functionality required for your eportfolio tool
Tool trial, observe, question, rate and select the best tool to meet purpose
Educate training in use of new technologies, giving feedback and change
Implement roll out the system to intended group of students and/or teachers
Update assessment & digital citizenship procedures & agreements, appraisal
Review identify progress, key lessons and next steps
A task for you... draw me a picture
On your sheet of paper draw me a picture of what portfolios look like at Parkland School.Show:
• the people involved (students/teachers/parents...)• the relationships and information flow between
these people• the resources, technology and anything else that is
used in the portfolio process• the relationships between people and between
people and school/home/resources/technology using labels, arrows etc (size & shape to show importance, amount of info shared…)
A task for you...
A task for you...
A task for you... draw me a picture
Now, turn your page over.
Draw another picture.
This time draw what you think having eportolios will look like in your classroom/school.
What are the key similarities/differences between the pictures?
What does this mean for your current practice?
Some places for further exploration:
TKI Enabling Elearning: http://goo.gl/QuKKF9
VLN ePortfolio Group: http://goo.gl/89sy1J
NZ Principal Sabbatical Reports: http://goo.gl/Y3m1KG
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Helen Barrett: http://electronicportfolios.org/
Where to next?
PART 2:
DEVELOPING LEARNING ePORTFOLIOS FOR
STAFF
http://edtalks.org/video/eportfolios-just-good-old-fashioned-sharing
Step 1: Research
http://www.teacherscouncil.govt.nz/
Step 2: Define
Registered Teacher Criteria
Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional leaders...
http://www.educationcounts.govt.nz
Teacher Professional Learning and Development
Teachers also need to develop the self-regulatory skills that will enable
them to monitor and reflect on the
effectiveness of changes they make to their practice.
...evidence from research and from
their own past practice and that of
colleagues to plan teaching and learning opportunities...
The New Zealand Curriculum
http://www.teachnz.govt.nz/home/advanced-classroom-expertise-teacher-recognition/
Up to 800 eligible teachers will be invited to
gather a portfolio of evidence to demonstrate they have satisfied each of the ACET professional criteria.
http://www.teachnz.govt.nz/http://flickr.com/photos/torres21/
http://www.flickr.com/photos/ari/ http://www.minedu.govt.nz/
The principal will assemble and present
a portfolio of evidence relevant to the criteria...
Digital Portfolios for Teachers
...a mechanism for both collecting evidence of
thinking and action and as a means of stimulating and supporting further
professional development
through group discussion and
critique.
http://flickr.com/photos/torres21/
BES Teacher Professional Learning and Development
Step 4: Framework
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio
Registered Teacher Criteria
Appraisal
Appraisal
Registered Teacher Criteria
Registered Teacher Criteria
Appraisal
Appraisal Registered Teacher Criteria
Appraisal
Registered Teacher Criteria
ePortfolio Professional Learning Network
Moderation Mentoring
Expertise
Sharing
Networking
Dialogue
Evidence
What tool..?What changes to your thinking?
The 10 step plan of attack...
Research read the literature, talk to experts, view professional eportfolios
Define clarify and align your purpose to effective professional inquiry and/or performance management systems
Consult with your teachers, appraiser, leadership teams
Framework align a process for constructing a portfolio to your purpose
Criteria list the functionality required for your professional eportfolio tool
Tool trial, observe, reflect on the best tool to meet purpose
Educate professional learning in use of new technologies and approach
Implement roll out the system to intended group of teachers and integrated into systems
Update performance management, PRT and TAI documentation and systems
Review identify progress, key lessons and next steps
