THE EPORTFOLIOAn IntroductionAP SENIOR PROJECT

ePORTFOLIOS

WHAT IS A PORTFOLIO?

[1st GURU OF ePORTFOLIOs] Todd Bergman has helped more than 550 high school students produce digital portfolios. He offers these guidelines for other educators interested in developing electronic portfolio programs in their schools or classrooms:

• Be realistic about your design and expectations.• Make use of relevant models.• Instill a sense of ownership [in the students] creating the portfolios.• Communicate implementation strategies and timelines clearly.

[ME]• Be selective in design and strategy.• Allow for continuous improvement and growth.

"A portfolio is a purposeful collection of student work demonstrating the student's achievement or growth as characterized by a strong vision of content…" - Todd Bergman

ePORTFOLIOS

[2ND GURU of ePORTFOLIOs] Helen Barrett, an assistant professor and educational technology coordinator for the School of Education at the University of Alaska, Anchorage, provides another definition, one developed by the Northwest Evaluation Association:

A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas. The collection must include student participation in selecting content, the criteria for selection, the criteria for judging merit, and evidence of student self-reflection. "Portfolios can serve multiple purposes," Barrett told Education World. "They can support learning, play an assessment role, or support employment. The purpose dictates the structure and contents of a portfolio."

ePORTFOLIOS

The three most common types of portfolios are: the working portfolio, which contains

projects the student is currently working on or has recently completed. [GOAL 1]

the display portfolio, which showcases samples of the student's best work. [GOAL 2]

the assessment portfolio, which presents work demonstrating that the student has met specific learning goals and requirements. [GOAL 3]

ePORTFOLIOS

Most portfolios programs begin with the working portfolio.

Over time, a student selects items from the working portfolio and uses them to create a display portfolio.

Finally, the student develops an assessment portfolio, containing examples of his or her best work, as well as an explanation of why each work is significant. The explanation, or reflection, discusses how the particular work illustrates mastery of specific curriculum requirements or learning goals.

ePORTFOLIOS

According to Barrett, there are five steps inherent in the development of effective electronic portfolios:

Selection: the development of criteria for choosing items to include in the portfolio based on established learning objectives.

Collection: the gathering of items based on the portfolio's purpose, audience, and future use.

Reflection: statements about the significance of each item and of the collection as a whole.

Direction: a review of the reflections that looks ahead and sets future goals.

Connection: the creation of hypertext links and publication, providing the opportunity for feedback [survey, guestbook, or rubric].

ePortfolio_SAMPLES

http://www.kzoo.edu/pfolio/archive/outstanding.html

http://www.clemson.edu/academics/programs/eportfolio/index.html

https://my.wsu.edu/portal/page?_pageid=177,271429&_dad=portal&_schema=PORTAL

http://www.ed.uiuc.edu/courses/ci335/eport_examples/index.html

eXPECTATIONS GENERAL RUBRIC

EXPECTATIONS A B C D

PRODUCT [WORK SAMPLES] AKA:ARTIFACTS

6+ PRODUCTS [ARTIFACTS]

4-5 PRODUCTS [ARTIFACTS]

2-3 PRODUCTS [ARTIFACTS]

1 PRODUCT [ARTIFACT],

QUALITY

[STUDENT MUST USE CORRECT GRAMMAR, SPELLING AND MECHANICS]

ORGANIZED, LOGICALLY SEQUENCED, CONNECTED TO STANDARDS AND THEMES

ORGANIZED, SEQUENCED, STANDARDS REFERENCED, THEME CONNECTION

PATTERNED W/ OR W/O SEQUENCE, A THEME IS DETECTABLE

SPORADIC, NO CLEAR CONNECTION OR THEME

CREATIVITY [TEXT CAN BE SCANNED OR UPLOADED DIRECTLY]

VARIETY OF MEDIA [AUDIO, TEXT, IMAGE]

SELECTIVE MEDIA[AUDIO, TEXT AND/OR IMAGE]

RESTRICTED MEDIA [AUDIO, TEXT OR IMAGE]

LIMITED MEDIA[AUDIO, TEXT OR IMAGE]

REFLECTION ANALYTICAL REFLECTION

DESCRIPTIVE REFLECTION

CURSORY REFLECTION [BASIC OVERVIEW]

MINIMAL REFLECTION [LIMITED TO ONLY DESCRIPTION]

NOT SUBMITTING A PORTFOLIO GUARANTEES AN E FOR THIS PROJECT

Where to go from here…

Next lab session, record first sample and begin to review your ePORTFOLIO plan [see hand out]

Play with more web tools you can use [see website for updates]

Begin thinking how you would electronically document your learning