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Digital Portfolios/e-Portfolios as Assessment for/as Learning
Transcript of Digital Portfolios/e-Portfolios as Assessment for/as Learning
Process / Working
Showcase / Display
A process portfolio is a purposeful collection of student work that tells the story of a student’s effort, progress and/or achievement in one or more areas.
A showcase portfolio illustrates learner competencies and achievements.
An assessment portfolio places the focus on external evaluation or judgment.
ePortfolios can include:
Learning with and from other students
Cross curricular competencies
Students collect their work.
Students select work for inclusion.
Students reflect on their learning.
Students identify where they have improved and where they need to improve.
Students identify learning goals.
Students describe their progress.
Kindergarten - https://sites.google.com/a/s.dcsdk12.org/pce-k-lillian-rayburn/
1st Grade - https://sites.google.com/a/s.dcsdk12.org/pce-1st-jake-blair/home
2nd Grade - https://sites.google.com/a/s.dcsdk12.org/pce-2nd-emily-tucker/home
3rd Grade - https://sites.google.com/a/s.dcsdk12.org/pce-3justin-nguyen
4th Grade - https://sites.google.com/a/s.dcsdk12.org/pce-4th-kayla-blair/
5th Grade - https://sites.google.com/a/s.dcsdk12.org/pce-5th-andrew-feghali/
6th Grade - https://sites.google.com/a/s.dcsdk12.org/emma-portfolio/
Link to online work
Initially modeled & guided practice
ePortfolio prompts, scripts and checklist:
Professional reflection - VoiceThread ePortfolio:
Health & Wellness
Rights and Responsibilities
"electronic exchange of information"
"electronic buying and selling of goods, services, media, apps; online banking"
"full electronic participation in today's society"
"the process of teaching and learning about technology and the use of technology"
"respectful and responsible behaviour when using digital technologies"
"obeying the laws of society and treating information ethically"
"knowing rights and responsibilities while working digitally"
"safe and secure use of digital technology"
"Learning how to stay physically and psychologically healthy in a digital society"
Mike Ribble: "the norms of appropriate, responsible behaviour with regard to technology use"
Example: Student can research on the Web and find reliable, accurate, authoritative, & up-to-date information and is aware of bias.
Example: Student can research a product online, compare prices, shop online and understand how auction sites (e.g., eBay) work.
Example: Student can appropriately use email, text message, blog, tweet, etc. to communicate a message for a specific & intentional purpose.
Example: Students can use their own PEDs in school to help them learn (BYOD); students without PEDs can borrow school-owned technology.
Example: Students know that there is a right time and place to talk to someone on their cell phone.
Example: Students understand concepts such as copyright, intellectual property, privacy, public domain, fair use, Creative Commons licensing
Example: Student is aware that 'sexting' is illegal. One's online actions can seriously affect others and some activities are criminal.
Example: Student does not walk across a busy street while texting or listening to music with headphones (environmental awareness)
Example: Student does not use the same password for all the web sites they use. Also, all password are kept private.
How are students being supported to take charge of their learning (a.k.a. self-regulation, autonomous learning, life-long learning)?
How can technology be used effectively in the service learning?
How are students being supported to make their thinking and learning visible?
How can technology support the creation, sharing, discussion, and critical analysis of ideas, reflections and learning artifacts?
Multiple perspectives - father, teacher, student
Resource teacher "ITRT"
Build capacity, share, connect
Guiding questions in my work:
Student's highest quality work
Often includes learner reflections
Tells the story of learning over time
includes wide-variety of work samples
Must include learner reflections
Complied for a specific assessment purpose
Usually includes student reflections
'Proof of learning' or having met requirements
Three portfolio types are distinct in theory, they tend to overlap in practice