Using social media for portfolio-based assessment of learning outcomes in informatics

Mart Laanpere, Kairi AinjärvTallinn University, Estonia

The status of informatics in the national curriculum in Estonia1986: programming as “the second

literacy” (plenum of Communist Party)

1996: the first national curriculum, informatics as an elective subject and ICT as a cross-curricular theme

2002: new national curriculum, cross –curricular theme ‘ICT and media’

2002-2005: national tests of ICT literacy for 9th grade

The “new informatics” 2011 New national curriculum 2011:

informatics as an elective subjectGrade 6: learning with computersGrade 9: information society

technologiesGrade 10: using computers for inquiryGrade 11: basics of programmingCompulsory: portfolio-based assessment

of learning outcomes in informaticsCross-curricular theme ‘Technology &

Innovation’, project-based learning

Expected learning outcomes (G6)Navigates in user interfacePublishes documents in various

formatsFinds and re-uses Web contentStores, copies and archives the

files Creates presentationsRepresents data using tables and

diagramsIs aware of health-related threatsProtects her online privacy and

identity

E-portfolioA portfolio is a collection of work that

a learner has collected, selected, organized, reflected upon, and presented to show understanding and growth over time. Additionally, a critical component of a portfolio is the combination of a learner's reflection on the individual pieces of work (often called artifacts), as well as an overall reflection on the story that the portfolio tells. (Barrett, 2006)

Portfolio softwarePortfolio modules within Learning

Management Systems (e.g ANGEL, Moodle): closed, expensive, complex

Portfolio systems (e.g. Mahara, Elgg): server hosting issue

DIY Personal Learning Environment with social media: blog (Wordpress.com, blogspot.com), wiki, MySpace, Google

Research questionsWhat are the advantages and disadvantages

of e-portfolio as a method and tool for assessing the learning outcomes in basic school informatics course?

What are the suitable evaluation criteria and procedures for informatics-related e-portfolios based on social media?

What are advantages of Elgg vs self-selected social media tools as the basis for creating learner portfolios?

How should Elgg be adapted in case one plans to use it as a platform for building e-portfolios in school settings?

Method and sampleComparative action research in

two rural schools: concept, platform, pilot course, assessment of learning outcomes

Kairi works as informatics teacher in both

Two groups of 8th grade students: 14 + 25

One group was allowed to select their own tool for creating e-portfolio, the other group was using Elgg

4 weeks testing period

ResultsApproximately similar amount

and frequency of posts/evidences in portfolios

No differences between boys and girls

Self-selected: blog (6), Google Sites (3), rate.ee (3), box.net (2)

Elgg: 230 posts (most done in lessons), 26 completed portfolios (out of 34)

Elgg users needed significantly more help/scaffolding in the beginning

ResultsPeer assessment of portfolios

based on rubric developed by teacher:

ConclusionsIf Elgg or Mahara hosting is an

issue for school, DIY social media portfolios are a viable solution

Assessment rubric helps to assess portfolios

Elgg needs adaptations: a separate portfolio page, learning outcomes as categories that can be added to postings and files, summary page for teacher