1. Electronic Portfolio Development Using Blackboard
Douglas Harvey, Ed. D,
Associate Professor of Instructional Technology
Amy J. Hadley, Ed. D., CCC-SLP
Assistant Professor SPAD

2. E-Portfolio
Digitized collection of artifacts including demonstrations, resources, and accomplishments that represent an individual, group, or institution.
The collection can include:
Text /Document
Graphics
Multimedia elements
Can be archived via:
Wed CD
DVD
Other Electronic Means
Source: Lorenzo & Ittelson (2005)

3. Sample Uses of Portfolios in Education
Institutional Portfolios
Teaching Portfolios
Student Portfolios

4. Institutional Portfolios
Can be used at level of: Program, School, College
Can be used to facilitate:
Program self-studies
Accreditation process
Promoting programs
Sharing best practices

5. Institutional E-Portfolio Example: Spelman College, Atlanta
“Through use of the electronic portfolio, the college is attempting to increase student engagement in the learning process— a critical factor in promoting achievement and persistence to graduation”. Burnett & Williams (2009)

6. Institutional E-Portfolio Example: Spelman College, Atlanta
Used in first year experience courses.
Includes:
Reflections on the required community service experience,
Report on information literacy exercises,
Reflections on the first year of college,
Writing portfolio.
Assessment is longitudinal.
Based on college mission statement & outcomes of general educational program.

7. Spelman College First Year Writing Portfolio
TFOLIO.html

8. Key Functions of a Teaching Portfolio
Teaching Portfolios: Support sharing of teaching philosophies & practices.
Key Functions of a Teaching Portfolio
collect evidence of your teaching ability
a context for your teaching
summary data on your teaching in a simple, readable format
focus on quality, not quantity
organized and its various sections relate to each other
an ever–changing, living document
allows for self-reflection
provides an opportunity to be unique, and showcase your personal style of teaching
the process of creating one is generally much more important and meaningful than the end product
Source: Ohio State University

9. Ohio State Teaching Portfolio

10. Student Portfolios Can support advising Career preparation
Credential documentation

11. Traditional Types of Student Portfolios
Prior Learning: Usually assessed by faculty experts in the area for the purpose of assigning college credit for prior experiential learning (e.g. as would be used at Thomas Edison State College).
Comprehensive Record: Usually includes grade reports, narrative assessments from faculty, degree program plans. Documentation is usually not for generated by the student.
Credential: Used for employment. Documents skills competency.
Source: Whitaker, U. (1989). Assessing Learning: Standards, principles, and procedures. Philadelphia: Council for Adult and Exceptional Learning.

12. Types of Student Portfolios
Developmental: Shows student progress and the acquisition of knowledge as a process. May show improvement in skills across time.(e.g. examples of essays or speeches across a semester)
Capstone: A collection of a student’s best work over time.
Learning Contract: Contains elements of the prior learning & developmental portfolios but is used as a toll in demonstrating acquisition of new learning. For example, the learning contract may contain anticipated learning outcomes, how learning is to be documented, the outcome measures, and methods of evaluation. The portfolio may be continually assessed.

13. E-Portfolios
Source: Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educase Review.
Work can be organized at different times relative to when it was created.
People do not have to be in the same physical space to view the portfolio.
Digital materials can be reorganized and presented in different ways for different purposes.
Should provide the author with administrative privileges for organizing work and deciding who can view it.

14. E-Portfolios
Within a course instructors manage assignments & materials within the framework of the course (e.g. on a Blackboard course site for a specific course).
E-Portfolios should be controlled by the author.
Content should be managed from a variety of courses throughout the academic career.
Allow for communication about the contents with teachers, mentors, peers, and author.

15. Types of E-Portfolios
Showcase E-Portfolio: Organization occurs after the work has been created. Some may use templates.
Structured E-Portfolio: A predefined organization exists for work that is yet to be created. Often used for demonstration of fulfilling certain requirements such as for certification
Learning E-Portfolio: Organization of the work evolves as the work is created. Dynamic process. May reflect authors’ changing interests, requirements, and understanding.

16. Samples of Online Portfolios
University of British Columbia
3/McIntyre/Portfolio/index.html
McDaniel College in Maryland

17. Functions of Portfolios
Display range of student work over time
Provide important information about individual student progress
Allow participation of student in self-assessment of work and progress
Create a basis for evaluation of student performance and achievement
Source: Dr. Barbara Cozza, University of Scranton

18. Reasons to Use E-Portfolios
More active involvement of the student in the selection and design process
Unique way to display talents and abilities
Strong sense of personal responsibility and ownership
Fuller picture of student achievement
Can show examples of performance assessment
Condenses collection of data and artifacts and reduces quantity of paper handled and stored

19. Reasons to Use E-Portfolios
Requires reflection
Integrates technology into the instruction process
Can heighten interest in learning
Enables performances to be viewed more than once in context
Wider audience and support system for student work

20. Process for Constructing Electronic Portfolios (Barrett, 1998):
Decide on portfolio goals based on learner outcome goals
Decide on the assessment context
Decide on the audience for the portfolio
Determine the portfolio content
Determine the most appropriate software tools
Determine the most appropriate storage and presentation medium
Gather multimedia materials to include in the portfolio which represent the learner’s achievement

21. Process (continued)
Record student self-reflection on the work selected and achievement of goals
Record teacher feedback on the work and achievement of goals
Organize with hypermedia links between goals, student work samples, rubrics, and assessment
Present portfolio to appropriate audience
Evaluate effectiveness of portfolio in relation to the purpose and assessment context

22. Authentic Assessment & E-Portfolios
Emphasis of process over product
Group work
Different learning styles
Allow student to demonstrate how learning occurred
Allows for multi-media documentation
Flexible timeline
Materials may be submitted over the span of a course or program

23. Sample E-Portfolio Rubric
Points
Skills
9-10
Meets or exceeds required quantity of artifacts;
artifacts are creatively presented and well organized;
shows significant level of meaningful reflection;
provides strong evidence of peer and self-assessment;
show an obvious investment of time and effort.
7-8
Meets required quantity of artifacts; shows some
creativity and adequate organization; demonstrates some
amount of meaningful reflection; includes evidence of
peer and self-assessment; generally shows a good effort.
5-6
Less than the required number of artifacts; lacks
creativity; shows little reflection on items; offers some
peer and self-assessment; shows a limited effort.
1-4
Shows a poor effort to meet any of the requirements.
Source: Bauer & Anderson (2000)

24. Sample Rubric ( Dr. Cozza’s webpage)
Criterion
1  Novice
 2  Apprentice
 3  Veteran 
 4 Master
organization mechanics
 most links  do not work
 links not clear
most links work,  clearly labeled, easy to navigate
multi-linked pages all links work, links clearly labeled
graphics 
no graphics 
only clip art no use of scanned pictures no color background, no variety of fonts
clear clip art, clear  scanned pictures,  color background,  some variety of fonts 
clear clip art, clear  pictures, good use  of color, variety of  fonts
content relevancy
only personal information 
mostly personal info, no course work or field samples
examples of related course work or field samples 
outstanding examples of related course work or field examples 
self reflections
 no reflective pieces
 mostly descriptive-not telling why pieces were included 
some personal reflection of pieces
excellent integration of experiences and theory, thoughtful reflections

25. Create Your Own Rubric

26. Use of Blackboard Portfolio in SPAD Program
Authentic Assessment
For Student Self-Assessment
Continuous Improvement & Personal Reflection
Graduate School Application/Acceptance
Career Planning
To Document Learning Outcomes for Coursework
To Document Professional Association Standards
(KASA in Speech Pathology & Audiology Program)
For Program Assessment

27. KASA Standards Knowledge & Skills Acquisition Summary
American Speech-Language Hearing Association
KASA Summary Form

28. Course Standards Course Objectives Identify treatment targets
Describe treatment principles in speech-language pathology
Describe ethical practice in speech- language pathology
Describe multicultural issues in treatment
Demonstrates procedures for collecting data in treatment
Describe evidence-based practice in speech-language pathology
Describe behavioral principles used in treatment
Identify treatment targets
Be able to write behavioral objectives as part of a treatment plan
Be able to report client progress based on treatment data
Describe methods and materials suitable for pediatric and adult speech and language disorders
Identify principles related to client and family counseling

32. Setting Up a Portfolio on Blackboard CE 6
The instructor requests that portfolios be set up by the Director of Computer Services.
A list of students and “stk” or “login” ID’s are needed.
Portfolios will remain available for the student while he/she is enrolled at Stockton
Students enrolled in SPAD 2125 for Fall 2008 continue to work on the files during the Spring 2009 semester
Portfolios can be saved externally by students (e.g. for copy to a CD)

38. Once the portfolio is constructed:
Students can invite guests to view their portfolios.
Ask the students to add the instructor as a guest who can view (but not “design”) their portfolios.
Students can add both Stockton users and outside guests to view their portfolios.
Remind students to add to portfolios and DELETE old information.
A portfolio should be a sample on one’s exemplary work.
Suggestion: Set aside one day per semester for portfolio construction/maintenance.
Identify students who can mentor other students on portfolio construction.

39. Thank you!