Maximizing the Use of Portfolios for Students and Institutions

1. Maximizing the Use of Portfolios for Students and Institutions

2. �A portfolio is a purposeful collection of student work that demonstrates effort, progress, or achievement...(Barrett, 1999, p.1)� An electronic portfolio uses multimedia technology to collect and organize artifacts in various media (audio, video, graphics, text) (Barrett, 1999). Portfolios Arter and Spandel (1992) define with hypermedia links� that connect that evidence to the appropriate standards Arter and Spandel (1992) define with hypermedia links� that connect that evidence to the appropriate standards

3. Portfolios �Based on constructivism, students may be expected to take responsibility for selecting artifacts, making connections to standards, and interpreting their own learning (Wilhelm et al., 2006, p. 412).�

4. Writing collection Working Electronic Presentation Professional Names of Portfolios

5. Types of Portfolios Resource portfolio helps students collect and organize their work. Presentation portfolio allows students to demonstrate competencies they have met and showcase their work for professional purposes. Directed Response portfolio assists in providing students and programs with evaluative feedback.

6. Uses of Portfolios Foster critical, creative, and reflective thinking Demonstrate competencies Ongoing professional development Marketing tool Show growth over time Trace the evolution of one or more projects

7. Uses of Portfolios Document achievement for alternative coursework Assist with course placement Review curriculum or instruction Large-scale assessment Program evaluation

8. Institution Needs Student Use collect evidence needed to demonstrate competencies and learning objectivescollect evidence needed to demonstrate competencies and learning objectives

9. Student Needs Journal Professional development plan Marketing tool

10. Institution Needs Track assessments Collect evidence needed to demonstrate competencies and learning objectives

11. Student vs. Institution

12. Teaching Standards The National Council for Accreditation of Teacher Education (NCATE) and state accrediting boards have standards that �form an ideal framework for organizing an electronic portfolio� (Barrett, 1999, p. 3).

13. E-portfolio Experience Watson School of Education Use TaskSteam for past 5 years As of the fall of 2005, all teacher education students are required to develop an e-portfolio We collect data on views and perceptions of e-portfolio use

14. Suggested Practice Three principles Elicit students� perspectives and determining their e-portfolio needs Incorporate faculty views Align portfolio requirements with other program assessment and evaluation responsibilities.

15. Survey Students Every semester we collect data on views and perceptions of the e-portfolio Faculty Recently started collecting data on TaskStream and portfolio use.

16. Student Perspectives 96% of students value their experiences using e-portfolios as a professional development plan

17. Most Common Activities Lesson plan writing Communication Developing survey template and assessment tools

18. Communication Faculty Internship supervisors Partnership teachers Peers

19. Survey template & Assessment tool

20. Assessment Results

21. Student Feedback It helps me stay organized and keep track of work. I can keep my lesson plans in one place. I can communicate with other interns and ask questions.

22. Help students develop skills (lesson plans, rubrics, etc.) Facilitate reflection and discussion Project sharing among students Peer review Faculty Views (project sharing with classmates, to post reflection papers, peer review). (project sharing with classmates, to post reflection papers, peer review).

23. Align the portfolio with teacher education standards Accommodate program evaluation requirements and students� interests through the same e-portfolio. Performance Evaluation Scale Instrument Alignment

24. Programs can collect evidence from students� artifacts for accreditation and evaluation.

25. As the evaluation is aligned with standards, it becomes easier to address needs expressed in the program evaluation results Expand or add components to target desired skills and competencies.

26. Instrument Alignment Example: if evaluation results show that students need more developed skills in the area of lesson planning, then lesson planning skills can be reinforced in the e-portfolio.

27. Instrument Alignment Students� work aligned with teaching standards and program evaluation tools can serve institutions and pupils.

28. Faculty and students can work as a coalition helping each other document learning, fostering reflection and growth and providing evidence for program effectiveness.

29. Reconciling Students and Institutions Needs Sustained usage of e-portfolios Integration in students, faculty and programs� daily practices

31. Maximizing Use An educational tool: Learning Professional development Marketing tool Assessment for students, faculty, and programs

32. Discussion Is your institution using e-portfolios? How are e-portfolios being used?

33. Arter, J., & Spandel, V. (1992). Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11, 36-44. Barrett, H. C. (1999). Electronic teaching portfolios. In J. Price et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 1999 (pp. 1029-1034). Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved December 27, 2007, from: http://electronicportfolios.com/portfolios/site99.html Wilhelm, L., Puckett, K., Beisser, S., Wishart, W., Merideth, E., & Sivakumaran, T. (2006). Lessons learned from the implementation of electronic portfolios at three universities. TechTrends: Linking Research & Practice to Improve Learning, 50 (4), 62-82. References