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
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