eportfolios in k-12 and in teacher...

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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

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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)

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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

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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.”



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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.”



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

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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

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Positivist Paradigm(Evaluation and

Making Inferences)

Portfolio as Test

AssessorEVALUATES

requiredartifacts

Perf tasks

Performance Tasks &


Data collected forcertification/

licensure(high stakes)

and for accreditation

IIII.Assessment

Management System

(institution-centered data management

system)

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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

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LearnerCOLLECTSartifacts from

learningexperiences

Reflection



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)

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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


Content:evidence(artifacts +reflections)

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Purpose:the reason for developing theportfolio – includes audience Learning & professional

development Assessment Employment


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 &




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

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