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EUFolio Vienna 2015

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Sinead Tuohy

on 5 April 2016

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Transcript of EUFolio Vienna 2015

Project Background
- Examination Driven
- High Stakes
- Externally Administered and Assessed
- Rewards Rote-learning
- Product not Process

What is EU Folio?
European Commission Project
Rooted in Education & Training 2020
Aims to Design and Test E-portfolio Models
Catalyst for ICT Integration
Project Outcomes
Why ePortfolios?
Pilot Implementation

Review Existing Policy & Practice
Pilot 2 ePortfolio platforms
Teacher CPD & Resources
Process Specification & Policy Makers Manual
Case Studies & Exemplars
Promoting 21st Century Skills & Formative Assessment

Process- centric
Develops student reflection
Fosters peer and self-assessment
Supports formative feedback and tracking students’ progress
Promotes critical thinking and metacognition.

Lower Secondary
26 Schools
54 Teachers
1,300 students +

E-Portfolios & Formative Assessment:
Pilot Focus Group Findings

Presentation Outline
EUFolio Model of CPD
Follow us on Twitter:
Training Needs

General ICT skills, use of ICT tools to support learning, platform-specific features

Assessment :
Formative assessment, peer and self-assessment, effective feedback, validity, success criteria

English Task Design:
Collaborative task and lesson design, plus sharing of practice

Online and face to face individualized support for teachers
Supports the transformative nature of the Action Research Model.

Teachers critically reflecting on their practice.
Promotes professional autonomy.
Provides teachers with the opportunity to update their skills.
Essential in supporting teachers in the initial stages of the project.
Action Research
Lower Secondary Assessment in the Irish Context
Students are more engaged, reflect more
Increased communication with students
Clear snapshot of progress
Faster and easier to provide feedback
Excellent repository of work
Focus is on the process not the product
Can integrate into class and planning
Marries well with web tools

Feel a sense of ownership
Learned a lot about using computers
Prefer presenting work in portfolio format
Think about what I'm learning
Easier to understand what the teacher is looking for
Safe place to keep work
Can use pictures and videos

Some Feedback from Pilot Schools:
Students are more reflective
Focus is on the learning not the technology
Students have a more cohesive showcase of work

Research Context

Pace of Instruction
Student Experience of 1st, 2nd and 3rd year
Nature of Engagement

Need to focus on literacy and numeracy
Need for connections and progression
Student resilience and persistence

Need to focus on skills rather than content alone
Peer- and Self- Assessment
Feedback is an integral part of the learning process
Individualized & Differentiated
Focused on the Work not the Student
Focused on the Process not the Product

Increases understanding of assessment
Transfer some ownership of the assessment process
Increasing their motivation and engagement leading to deeper learning
Fosters metacognition and reflecting on learning

Supports making connections between the learning goal, questions/tasks to gauge understanding and next steps
Fosters multi-modal approaches to assessment
Supports valid and reliable feedback

Ireland Spain (Galicia)
Cyprus Lithuania
Slovenia Austria (Krems)
Kennedy, A. (2005). Models of continuing professional development: a framework for analysis. Journal of in-service education, 31(2), 235-250
Resulting In:
- Disengaged Learners
- Surface Learning
- Teaching to the Test
- Focus on Product

January 2014
February 2014
December 2014
March 2014
EUFolio Launch Meeting 10th December 2013
Meeting for representatives from pilot schools- 41 school leaders, ICT Co-ordinators and teachers attended

Teacher Training Day One- January 16 & 17th 2014
Account Set-up and School Support
January & February 2014
Each school assigned a mentor from the EUFolio project team
School sites set up, student and teacher passwords assigned
Technical support provided by assigned EUFolio mentor
Teacher Training Day Two- 25/26/31st March 2014
Piloting Phase of Project
Teachers expand their use of EUfolio in their classrooms for teaching and learning, incorporating assessment tasks developed
Mentors visiting pilot schools to observe the use of the EUfolio in the classroom and support teachers in the pilot implementation

CPD & School Support Timeline

Three aspects to the day:
1. IT training
2. Assessment discourse
3. Collaborative assessment planning

Three aspects to the day:
1. IT training
2. Assessment discourse
3. Collaborative assessment planning

Data Collection
December 2014- February 2015
Bloom's Digital Taxonomy
Web 2.0 Tools
Mahara & Assessment
Assessment in support of learning
Feedback is an engaged dialogue between the giver and the receiver

Building capacity, knowledge and confidence to learn to judge work
Guild Knowledge
Peer assessment is a significant step away from
the culture of passive reception and toward active and responsible involvement
Engaged in self-reflection, students begin to develop an overview of their work that allows them to manage and control it for themselves
Self-assessment promotes the capacity to work at a metacognitive level.
Continual feedback to students on how to progress learning and performance is essential
Feedback must be during the process and not just at the product stage
Marshall B, William D, (2006). English Inside the Black Box
Sadler, R (1989). Formative Assessment and the Design of Instructional Systems
Black P, and Wiliam D (2004). "The formative purpose: Assessment must first promote learning." Yearbook of the National Society for the Study of Education 103.2 (2004): 20-50.
Black, P. (2004). Working inside the black box: Assessment for learning in the classroom.
Black, P. and D. Wiliam (1998). Assessment and classroom learning. Assessment in Education
5, no. 1: 774
Next Steps
Phase Two of Pilot Project: August 2014
EUFolio Conference : Dublin April 2015
Develop and Disseminate Process Specification
Disseminate Case Studies & CPD Resources
Current Practice:
ESRI Research:
Making Learning Visible

Data Collection & Analysis
Defining ePortfolios
Portfolios, in education and personal or professional development are collections of documents and other objects that can be shown as evidence.

(Gray 2008)
An ePortfolio is an assessment tool to document the attainment of standards (a positivist model), as digital stories of deep learning (a constructivist model) and as a digital résumé (an employment portfolio)

(Barrett 2004)

Student managed electronic learning portfolios can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their own strengths, weaknesses and achievements, and take responsibility for them.

(USA National Education Technology Plan 2010)
ePortfolios are student-owned dynamic digital workspaces wherein students can capture their learning, and their ideas, access their collections of work, reflect on their learning, share it, set goals, seek feedback and showcase their learning and achievements.

(EUFolio 2014)
Project Background
Defining ePortfolios
Assessment in the Irish Context
Assessment Reform & ePortfolios
Pilot Implementation
Project Findings
Ben Murray
NCCA (National Council for Curriculum & Assessment )

Sinéad Tuohy
Junior Cycle for Teachers, Department of Education & Skills

ePortfolios Supporting Assessment
ePortfolios promote a
‘rich and complex processes of planning, synthesising, sharing, discussing, reflecting, giving, receiving and responding to feedback…[where] the process of learning can be as important as the end product’
(JISC 2008)

Promoting the Process of Learning
‘ePortfolios make it easier for teachers and assessors to give feedback, which strengthens the link between formative and summative assessment and between learning and assessment generally’
(Scottish Qualifications Authority 2011)
Connecting Formative & Summative Assessment
ePortfolios & Formative Assessment
How do ePortfolios support the research findings of the Assessment Reform Group?
'develops learners' capacity for self-assessment so that they can become reflective and self-managing'
(Asssessment Reform Group 2002)

How would an ePortfolio support this?

The ePortfolio has the ability to support
formative processes
as it is
embedded into the teaching and learning
This does not simply mean that the formative process of learning is shown in the eportfolio but that the formative teaching and learning process
uses the features of the eportfolio
to achieve the desired outcomes.


The ePortfolio provides a platform for the
goals and intentions of learning to be displayed
as learning intentions. The student has a constant reminder of the learning intention.

The ePortfolio also supports the process of
constructing and sharing success criteria
, in particular facilitaing looking at and storing exemplars of work to support the creation of success criteria

How would an ePortfolio support this?

ePortfolio artefacts can be accompanied by
and reflective activities and it provides a platform for
sharing these reflections
Reflective activities can be
oral or multi-modal
as the platform supports a range of media
Easy to
self -assess and reflect
in line with success criteria as they are stored and easy accessible in the ePortfolio

Feedback can come from both
teacher and peers
depending on who the student seeks feedback from and they can simultaeously
share their work
with the audience of choice
As the success criteria are visible within the platform, it supports quality
constructive feedback
inline with the success criteria
Easy and accessible space to store feedback on learning which can be referred to and also provides a
picture of the learner
and their ability and willingness to respond to feedback
How would an ePortfolio support this?
The ePortfolio provides a permanent
record of student achievement
and allows comments on how much student work has been improved to be recorded in the platform
Working in the ePortfolio platform can be more motivating for students as they engage the students in a multimodal space and offer
a range of possibilities for generating and presenting work
ePortfolios provide a platform for formative assessment - in particular for commenting and providing
feedback on students' work

They encourage self-assessment and reflection once the teacher is facilitating the use of the t
echnology to support the learning process
How would an ePortfolio support this?
How would an ePortfolio support this?
How would an ePortfolio support this?
ePortfolios & Six ARG Principles
How Can ePortfolios Support Assessment Reform?
Online Surveys & Questionnaires
Conducted using Survey Monkey & Google Docs
Analysed using Excel & Relevant Graphs/Charts
School Leader Discussion Groups
Conducted by mentors and analysed under headings: Concerns, Questions and Vision
Focus Groups
Conducted by mentors using the questions from the EUFolio Data Collection Toolkit
Recorded and transcript typed
Initial focus group coded and this coded applied to the subsequent groups
Two mentors involved in coding to ensure validity
Student Interviews
Conducted by mentors in small groups using questions outlined earlier
Responses transcribed and coded using the same methodology (different codes)

Teacher Meeting & Class Observations
Conducted by mentors in using templates from EUFolio Data Collection Toolkit
Responses and Findings transcribed and anlaysed under template headings

Draft Implementation Results
Evaluation Questions
Research Question
What Went Well?
Positive Impacts on Teaching & Learning
Excellent Vehicle for Formative Assessment
Developed 21st Century Skills
Safe & Secure Repository of Work
How can the process, training activities and pilot implementations be improved?
Improved Infrastructure - hardware, access to ICT and broadband speed
More hands-on technical support required
More time needed for piloting
Opportunity to disseminate within school
What Action Plans are Required for Successful Implementation of ePortfolio Strategy?
Step by Step individualised roadmap
Dedicated intensive and sustained CPD
Investment in infrastructure
Supportive school leadership
Embedded in curriculum
Sample Draft Data Analysis
Formative Assessment
Teacher A, School Two said that it ‘
provided a good way for me to give better feedback to the students’
. This was supported by school five, teacher C who stated that ‘the ability to give formative feedback which is a valuable teaching and learning tool. School Three , Teacher A also reported positive formative assessment findings, stating that ‘
the students paid much more attention to my feedback…
. It was an excellent vehicle for providing feedback excellent feedback to the students in a timely and meaningful way’. School Four Teacher A also reported a
n increase in student self-reflection
and that ‘it was good for the students to be able to see the teacher’s comments and respond and
ask questions for clarification
if they needed’.
Student X & Y School Two said that they found it 'e
asier to see how make their writing better
with the portfolio'. Students O & P explained that they were 't
hinking more
about what the teacher told us to do to improve'.
Mentors visiting School A noted that students were given time at the beginning of class to assimilate feedback on previous work and some used the opportunity to
electronically ask questions
from the teacher. In School B, students engaged in
using self-reflection prompts embedded in the platform
Somewhat agree: 47%
Strongly agree: 47%
Neither agree/disagree: 7%
Somewhat agree: 67%
Strongly agree: 33%

Somewhat agree: 73%
Strongly agree: 7%
Neither agree/disagree: 13%
Somewhat disagree: 7%
(based on initial data analysis)
These are skills that students should acquire as part of their learning experience.
Key skills
Literacy and Numeracy
• Imagining
• Exploring options and alternatives

Implementing ideas and taking action
• Learning creatively
• Stimulating creativity using digital
• Knowing myself
• Making considered decisions

Setting and achieving personal goals
• Being able to reflect on my own
• Using digital technology to manage myself and my learning

• Being healthy, physical and active
• Being social
• Being safe
• Being spiritual

Being confident
• Being positive about learning
• Being responsible, safe and ethical in
using digital technolog

• Listening and expressing myself
• Performing and presenting
• Discussing and debating
• Using language
• Using numbers
• Using digital technology to communicate

• Developing good relationships and
dealing with conflict
• Co-operating
• Respecting difference
• Contributing to making the world a
better place

Learning with others

Working with others
through digital technology
• Being curious

Gathering, recording, organising and evaluating information and data
• Thinking creatively and critically
• Reflecting on and evaluating my learning
• Using digital technology to access, manage and share content

Project Background & Defining ePortfolios
Assessment in the Irish Context :
Making Assessment More Visible

EUFolio Pilot Implementation
Draft EUFolio Project Findings
Dublin Castle, Ireland
Register at eufolio.eu/conference
Dr. Andrea Ghoneim
Donau-Universitat Krems
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