1. Portfolios in Education PT3 — ITC February 2004 Jim Lockard Thanks to Lisa Mehlig

2. What is a Portfolio? a collection of an individual’s work purposeful representative self-directed exhibits individual’s “efforts, progress, and achievements” (Northwest Evaluation Association, 1990)

3. What is a Portfolio? a collection of an individual’s work purposeful representative self-directed exhibits individual’s “efforts, progress, and achievements” (Northwest Evaluation Association, 1990) includes self-reflection

4. Purposes of Portfolios Record-keeping Purpose = Organization and Storage Focus = preservation e.g., anything of interest Unlimited flexibility

5. Purposes of Portfolios Record-keeping Learning / instructional / developmental Purpose = Formative Focus = showing growth and development e.g., assignment in (a) course(s)

6. Purposes of Portfolios Record-keeping Learning / instructional / developmental Assessment Purpose = Summative Focus = demonstrating level of mastery e.g., end of term / grade / school, graduation “comprehensive”

7. Purposes of Portfolios Record-keeping Learning / instructional / developmental Assessment Showcase / marketing / employment seeking Purpose = Promotion Focus is on presenting “best” e.g., competitions, job hunting An NIU example – Amie Foster

8. Benefits of Portfolios Much more comprehensive Process AND Product Much more authentic Nearly any experience Multi-dimensional Not just one snapshot Not just one time Not just one effort

9. Benefits of Portfolios A better picture of the owner / producer Effort Progress Improvement Achievement

10. Student Portfolios Selective Reflective Collaborative Developmental Demonstrative (beyond “knowing”) Challenging Appealing A process, not just a project

11. Traditional Portfolios “Physical” portfolios Largely paper-based Store in binders, file cases, etc. Storage quickly disappears (KY) Organized by tabs or section dividers Table of Contents at the front

12. Traditional Portfolios CHALLENGES Duplication cumbersome & time consuming Cost to duplicate and share (mail) Potential for damage How to cross-reference? Items may fit multiple categories Maintenance / updating

13. Electronic Portfolios “E-Portfolios” / EPs Since early 1990s or before Electronic contents = multimedia Not necessarily all digital All digital = Digital Portfolio = DP Not just e-paper for real value Not multimedia show Not e-resume Not digital scrapbook

14. Why Should Students Do EP? Preserve memories Document competencies Learn to be selective Added meaning to work Don’t just toss Build self-esteem / pride See own accomplishments

15. Why EPs? Foster active learning Motivate students Provide feedback (to student and about the learning environment) Basis for discussion (student-teacher, teacher-parents, parent-student) May show benchmark performance

16. Electronic Portfolios Organizing framework Artifacts support framework Make distinct from just collecting Deeper learning from reflection Store digitally CD or Web site or DVD or … Organized by “links” Table of Contents = “Menu”

17. Sample Portfolios Portfolio Web Site www.cedu.niu.edu/~lockard/ep Click on Samples

18. Activity 1 – Review Samples View at least 10 sample portfolios (link in BlackBoard) Bookmark favorites In Word to save on H: drive? Note the following about each: How organized Type of content (text, images, audio, etc.) Style of the presentation – plus / minus? Time = ## minutes

19. Activity 1 – Discussion Sample portfolios Organization Type of content (writings, images, audio, etc.) Style of the presentation – plus / minus? Common threads? What makes one “better?” “great?” Issues Privacy?

20. Electronic Portfolios UNIQUE BENEFITS Organized by “links” Contents easily cross-referenced = key Easily reproduced (disc) or shared (URL) Minimal cost except time Easy to maintain / update Less physical space

21. Electronic Portfolios UNIQUE BENEFITS Durable Cheap to mail (discs) Distribute free anywhere on Web Paper copies of items, if needed Include color images, video, sound Demonstrate technology integration

22. Electronic Portfolios CHALLENGES Planning ahead Not just “courses” Capturing “experiences” over time Document with pictures (digital, 1-use), audio, video (?) Skills needed to produce (variable) Equipment volume is not critical Will discuss hardware needs later

23. Activity 2 – Locate Examples Newer search engine links on the workshop web page On your own, locate multiple examples of portfolios in your content area. Use at least 3 engines to compare results. When you find an example, bookmark, then copy URL into a Word document Submit your file & I will compile into an expanded list on the web page. Time = ## minutes (if in class)

24. Activity 2 -- Discussion Observations on search engines? Observations on findings?

25. Stages of E-Portfolio Development Use of Handout (pdf file) Stage 1: Defining the Portfolio Context & Goals Purpose is key Audience STANDARDS STANDARDS or organizing framework Many exist ILS & many states Barrett, 2000

26. Other Standards INTASC Interstate New Teacher Assessment and Support Consortium http://www.ccsso.org/intascst.html http://www.ccsso.org/intascst.html NCATE National Council for Accreditation of Teacher Education http://www.ncate.org http://www.ncate.org

27. IL State Bd of Educ New Standards for all teachers On Web at, www.isbe.state.il.us Look under Teachers www.isbe.state.il.us Linked to initial prep and re-certification

28. Technology Standards National Educational Technology Standards – NETS On the web at cnets.iste.orgcnets.iste.org

29. Activity 3 – Review Best Review “best” sample portfolios Use your Bookmarks / Favorites to locate Now note the following about them: Purpose Audience Organizing Framework = Standards?? Style of the presentation – appropriate? Time = ## minutes

30. Activity 3 – Discussion “Best” portfolios’ observations Purpose Audience Appropriateness Organizing Framework Style of the presentation – plus / minus? Common threads? Other observations?

31. Stages of E-Portfolio Development Stage 1: Defining the Portfolio Context & Goals o Purpose o Audience o STANDARDS or organizing framework (objectives, areas) Resources available (technology) Level of technology skill Need vs Possess Barrett, 2000

32. Software Tools for EPs (+/-) See Barrett’s Tools Comparisons In BB-”Create Your Own” 1. Web pages (many development tools) Mozilla, DreamWeaver, FrontPage, many host services 2. MS Office – not so good for Web pages Word PowerPoint Excel / Access 3. Adobe Acrobat PDF files WIN2PDF

33. Delivery Options +/- CD-ROM DVD Web Format stability over time?? Remember beta? Impact of audience on format In school = all Parents = ?? Employers = ???

34. Activity 4 -- Planning Read Barrett – “Strategic Questions” Hardware mentioned is very dated, concepts OK In groups (by teaching area) Identify specific standards that you deal with What assignments or activities show them? What are the performance indicators? (What is good work?) What would it take to create electronic artifacts from the current approach? Consider the technology logistics issues including your knowledge / skills, support in the school, and student access. Could approach change to yield electronic artifacts? What guidance can you provide on the reflection aspect? Student only or teacher also? Appropriate storage medium?

35. Activity 4 -- Discussion Your Observations Specific standards that you deal with What assignments or activities show? What are the performance indicators of achievement? (What is good work?) What would it take to create electronic artifacts from the current approach? How could the approach be modified to yield electronic artifacts? Reflection aspect? Student only? Teacher also? What storage medium seems to make sense?

36. Stages of E-Portfolio Development Stage 2: The Working Portfolio Identify, collect and store artifacts Document electronically (ToC) Produce abstract / summary Organize artifacts to STANDARDS or objectives Identify, collect, store style elements Barrett, 2000; Galloway, 2001

37. Stages of E-Portfolio Development Stage 3: The Reflective Portfolio Define/Re-define goals Select representative artifacts (rubric) Address intended purpose of the portfolio Address the standards or objectives defining portfolio Develop self-reflection components Why this one? What does it show? Privacy of personal Other reflections (teacher/peer)? Future goals! Barrett, 2000

38. Stages of E-Portfolio Development Stage 4: The Connected Portfolio Production Phase Organize selected, digital artifacts Create hyperlinks Standards / Goals Artifacts Reflections Exemplary model? Barrett, 2000

39. Activity 5 -- Template Based on Activity 4, design a draft template for an E-Portfolio for your curriculum area. What topics/themes/content will it include? How will it be organized? Don’t worry about the mechanics of creating it, just the format and content. Time = ## minutes

40. Activity 5 -- Discussion A draft template for an E-Portfolio for your curriculum area. What areas will it include? How will it be organized? Observations?

41. Stages of E-Portfolio Development Barrett, 2000 STAGE 5: Presentation Store / “Publish” your portfolio Share with intended audience Revise from feedback

42. Suggested Readings Resources in Blackboard Permission obtained from source to post

43. Questions / Comments