Electronic PortfoliosElectronic PortfoliosBrandman UniversityEducational Applications of Computers

Carla Piper, Ed. D.piper@brandman.edu

Electronic Portfolio and Electronic Portfolio and Themes of Education Themes of Education ReformReform

Teacher accountability to professional certification STANDARDS

Authentic ASSESSMENT through portfolios demonstrating achievement of teaching and student learning objectives

Develop skills with TECHNOLOGY by creating portfolio electronically

Teacher AccountabilityTeacher Accountability

What should 21st century teachers know and be able to do?

STANDARDS

How can teachers show evidence of knowledge, skills, and dispositions?

ASSESSMENT

Teaching PortfoliosTeaching Portfolios

Document evidence of teacher competencies

Guide long-term professional development

Competencies may be locally defined or linked to national teaching standardsBarrett, 2000

“A portfolio is NOT a haphazard collection of artifacts (i.e., a

scrapbook) but rather a reflective tool which

demonstrates growth over time.”

TechnologyTechnology“As we move to more standards-

based teacher performance assessment, we need new tools to record and organize evidence of successful teaching, for both practicing professionals and student teachers.” Barrett (2000)

“Likely solution” for collecting, storing, and managing text, graphics, sound, and video. Lankes (1995)

A Richer PictureA Richer Picture

Digital Student Portfolio Project Coalition of Essential Schools (1993)

Proposed that we create a tool using computer technology that allows us to create a richer picture of what a student (teacher) can know and do Drawbacks of traditional paper portfolios◦ Performance evidence may not be on paper ◦ The materials for presentation may not be easily

manageable."What are we going to do with ALL THIS STUFF?"

“Logistical nightmare of thousands of papers turning brittle and collecting dust“

Niguidula (1993)

Why Use Technology?Why Use Technology?1. Documents are generally created with a

computer anyway. 2. Hypertext links allow clear connections

between standards and portfolio artifacts. 3. Can develop skills in using multimedia

technologies. 4. Electronic portfolios are fun and it is easier

to manage the process, especially storage, presentation, and duplication.

5. Electronic portfolios make student work replayable, portable, examinable, reviewable, and widely distributable. Barrett, 1998

ArtifactsArtifactsLesson Plans Linked to Standards

◦ Student Subject Matter Content Standards◦ Professional Teacher Performance

Expectations Unit PlansAssessmentsObservations – LogsChecklistsEvaluationsTeaching CasesStudent WorkPhotos and ArtworkVideoAcademic Research

ArtifactsArtifacts

DigitalDigitalPhotos and Photos and ScansScans

Links to Other Documents and

Powerpoints

ReflectionReflection

Written reflections, evaluations, email messages, critiques, recommendations, congratulatory messages, etc.◦ Peer Coaching and Evaluations◦ Collaboration, Dialogues

Teaching CasesVIDEO interviewsSelf Assessments

Stages for Portfolio Stages for Portfolio DevelopmentDevelopment

Portfolio Development

Electronic Portfolio Development

Multimedia Development

Purpose & Audience

1. Defining the Portfolio  Decide Assess

Collect Interject

2. The Working Portfolio Design Plan

Select Reflect Direct

3. The Reflective Portfolio Develop

Inspect Perfect Connect

4. The Connected Portfolio Implement Evaluate

Respect 5. The Presentation Portfolio Present Publish

Barrett, 2001

Defining the Personal Defining the Personal PortfolioPortfolioBased on Teacher Performance

ExpectationsAdd portfolio sections for each TPE

◦Making Subject Matter Comprehensible◦Assessing Student Learning◦Engaging and Supporting Students◦Planning Instruction◦Creating Effective Environments◦Developing as a Professional

The Working PortfolioThe Working PortfolioSave files electronically in folders for

each class on your computer and usb drive

Add artifacts to the portfolio regularlyThroughout the credential program,

submit signature assignments and marked *artifacts from each course.

Add reflections and explanations of artifacts to help you as you refine your portfolio.

At the end of your program, select those artifacts that best demonstrate your proficiency for each TPE.

The Reflective PortfolioThe Reflective PortfolioAdd explanations and descriptions of

each artifact submitted.Select which TPE best fits your

artifact.Reflect on how each artifact

demonstrates your proficiency with the chosen TPE.

You can always go back and make changes as you go through the credential program.

Questions for ReflectionQuestions for ReflectionWhy have I included these artifacts

in my portfolio?  How do these artifacts demonstrate

my competency with this standard? In what ways might each artifact

demonstrate appropriate teaching practice?

How will these websites help me meet this standard?

How might I build on these proficiencies with this standard and improve my teaching in the future?

The Connected PortfolioThe Connected PortfolioAt the end of the credential program,

go through your artifacts and select the best demonstration of proficiency for each standard.

Make clear connections in your reflection between the artifact, its purpose, and its value in meeting standards.

Be discriminating and select the best evidence for each professional standard.

Determine Best EvidenceDetermine Best Evidence

At the end of your program, you will have many artifacts.

Pick the artifacts that best represent your proficiency with each TPE section.

The Presentation PortfolioThe Presentation PortfolioPrepare your portfolio for final

evaluation.Check the Exit Portfolio rubric.You may be asked to share your

portfolio with faculty members, academic advisors, or instructors.

Have your portfolio ready to show in your exit interview.