MULTIMEDIA & e-PORTFOLIOS : A Window Into the Learner’s Mind Evangeline Harris Stefanakis Administration, Training and Policy Boston University ADAPTED FROM EU E-LEARNING, Krakow, Poland; Maastricht, Netherlands, October, 2007

E-Portfolios Make Learning Visible Documents Evidence of Teacher Development Process & Products COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING creating a personalized theory of knowledge that guides practice Curricular Modules Micro Teaching Philosophy Metaphor Wiki or E-Journal

Assessment for Learning Learning Accountability Self Assessment Informal Feedback Rubrics Portfolios Performance Based Standardized Tests

Schools As Sorters Schools As Sorters - Lewis Terman / Intelligence Tests 100 Years of Testing Chapman 1922

CLARIFYING THE PURPOSES OF ASSESSMENT IMPROVE STUDENT LEARNING n Making learning visible to students (Seidel et al) n Fostering reflective learning which is self adjusting n Acknowledging and celebrating learning n Communicating learning to families and the wider community IMPROVING TEACHERS’ TEACHING n Adjusting instruction to meet the needs of individual students n Fostering reflective teaching which informs practice n Communicating learning to multiple constituencies n Improving the capacity of schools to reach high standards of student achievement

PERFORMANCE ASSESSMENTS – “LEARNING PROCESS & PRODUCTS” What does this work tell about this individual as a: Linguist Artis t Scientis t Reflective Learner Cooperative Learner Mathematician

BUILDING A LEARNING CULTURE WHY USE e- PORTFOLIOS? n Because students invest their work with meaning, and purpose- when their work is consider for those qualities. n Because looking student’s work using multimedia-graphics,,pictures, stories, journals, or projects provides a view into the individual and the teaching/ learning environment— >>employers see “technologically ready” employee n Because a longitudinal view of student’s work provides a picture of growth, progress and continuity over time n Because portfolios provide assessment based on evidence of individual student’s effort- not a list of test scores.

GETTING COMMUNITIES STARTED using MI Theory & e-PORTFOLIOS 1. Start slow, small, work together Discuss portfolio purposes uses in work groups, faculty meetings Let communities know portfolios are beginning. Enlist help teams. Conduct reviews of a student using student work as evidence. 2. Find time as a faculty to discuss & define Shared purposes about portfolios-> a system for portfolios MI in assessment to pluralize/ personalize learning The uses of rubrics to define criteria/ quality/ standard setting Organization of courses for portfolio use, demo, exhibitions Technology organizes, store the images, words, acts of learning

Maintain Portfolio of student work, tracking & recording progress over time. Administer culturally suitable,tests- in student’s native language, norm-reference assessment and/or curriculum-based assessment. Student’s current status Student’s goals Student’s challenges Observe student working by self, in small groups, and as member of class. Interview student, family, teachers, and other community members. Instructional plan for achieving goals Collected Informati on about Student PDP PERSONAL DEVELOPMENT PLAN Student’s strengths, interests, challenges Family/ Parent’s Expectations Track and document interventions,noting if they are or are not successful. Performances compared To normative group Level of mastery of curriculum components Attempted interventions Adapted from the K. Guinee UK & EU Policies call for A COMPREHENSIVE ASSESSMENT SYSTEM –e PORTFOLIOS