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How can we enhance student motivation to create and use the ePortfolio as a learning tool?
What challenges need to be carefully considered?
What options do we have for assessing the ePortfolio?
Example ePortfolios and example assessment patterns
Teachers’ beliefs
Teacher motivation
Students’ beliefs
Student motivation
Academic results
Software user-friendliness
Technical support
WorkloadePortfolios
SS
S
S
S
Wiki
Dreamweaver
Teachers’ beliefs
Teacher motivation
Students’ beliefs
Student motivation
Academic results
Software user-friendliness
Technical support
WorkloadePortfolios
Assessment
Language Policy
Recruitment
SS
S
S
S
Reflection
Critical Thinking
Communication
Personal Qualities
Feedback
Goal-setting Selecting
ConnectingSelf-directed
Learning
Making learning
constantly visible
How the ePortfolio can Enhance Learning and TeachingHow the ePortfolio can Enhance Learning and Teaching
Self-assessment
IT Skills
Learning beyond the classroom
The learning portfolio is seen as an ‘authentic’ form of assessment by providing the means to assess students’ ability to set goals, think critically, solve complex problems, work collaboratively and undertake reflective practice.
Zubizarreta, J., The Learning Portfolio: Reflective Practice for Improving Student Learning, Bolton, MA: Anker Publishing Company, Inc.2004
Portfolios that support
Assessment OF
Learning
Portfolios that support
Assessment FOR Learning
Institution-centred Learner-centred
“Checklist of competencies” “Student’s story of learning” Balance+ +
http://electronicportfolios.com/portfolios/MontrealWeb2.pdfSlide created by Dr. Helen Barrett, Montreal, 2008
What are some of our Options for the Assessment of ePortfolios?
No assessment ?
A portal for submission of assessed courseworkWhat are the advantages?
Multimedia VideoAudio
PresentationsDigital Stories
Reflection Quantity & quality
Ability to give feedback
Response to feedback
Goal-setting
Evaluating performance
Self-directed learning
Demonstration of learning
Is appropriate evidence presented for the criteria?
Development over time
Effort
Presentation & organisation of the ePortfolio
Operational/Technical elements
Semester A 2007-08
ELC CoursesSpoken Language Foundation English
One
Number of Classes
5 11
Total number of Students
100 196
Semester B 2007-08
ELC Courses Spoken Language Foundation English Two
Presentation Skills
Number of Classes
5 13 8
Total number of Students
100 196 128
ePortfolios were recently integrated into the following courses in the English Language Centre:
MARKS AMOUNT OF WORK AND EFFORT
(As evidenced in the paper portfolio)
CHOICE OF GOALS, ACTIVITIES AND
STRATEGIES(This should be made
clear in the digital learning story)
REFLECTION (As evidenced in the digital learning story)
5 The student has exceeded expectations.
All work in the paper portfolio is clearly
documented and well organized.
The student has consistently chosen clearly appropriate
activities and effective strategies based on their
own diagnosis of their needs and/or learning
style.
The student has reflected thoroughly and deeply. They have consistently evaluated both learning
materials and their learning process. This
reflection is likely to have informed the student’s
learning.
4 The student has met expectations. Most work
is clearly documented and the paper portfolio is
organized.
The student has often chosen appropriate
activities and strategies with some reference to their own diagnosis of their needs and/or
learning style.
The student has evaluated all the
activities chosen for their learning story.
They have reflected well on learning materials and/or their learning
process.
3
2 The student has perhaps not met expectations but has still done some work. Documentation may be patchy.
Some (or few) of the activities chosen are
appropriate to student’s needs. The student has made little reference to learning strategies, to their own diagnosis of
their needs and/or learning style.
The student has made some attempt to reflect on and evaluate most
activities chosen for their story. However, this
reflection lacks depth and is unlikely to have had much impact on the learning process.
1
0 The student has clearly failed to meet
expectations. There is no evidence of student’s
work.
No activities chosen are appropriate to student’s
needs.
There is no reflection on the learning process.
Above and beyond the basic requirement
2
Has met the basic requirement
1
The basic requirement has not
been met0
Compulsory content
More than the required content has been added
All required content is present
Some required content is missing
Reflection (other than the reflection on independent learning)
The reflection is likely to have informed the student’s learning. It illuminates some evidence and may refer to goals.
Some attempt at reflection No attempt at reflection
Creativity Creative without unnecessary distractions.
Some creative elements.There may be some unnecessary features that detract from the content.
Students have not added any of their own creative elements
Layout and text elements
The layout is neat throughout with well-defined parts. Spacing, colour and textual features enhance readability.
The layout is generally neat. There may be some overlap with topics/content.The text is reader-friendly.
Sometimes difficult to read and/or poor layout.
Ease of navigation (Operational)
Navigation is clear.All the links work and there are no dead-ends.User-friendly
Navigation is clear for the most part.All links to required content work.
Some links are not obvious to the reader.Not all links to required content work.
GLOSSARY OF TERMSRequired content refers to: A self-introduction; English language goals; The hometown feature article; The survey report; One audio or video example of the student’s spoken English. A video clip should not be more than 1.5 minutes long. An audio clip should not be more than 2 minutes long. Students can choose to include one or more of the following:A video or audio self-introductionA video clip of the mini-talkA video clip of the talk/presentation describing the results of the surveyA video clip of the final project presentationReflection illuminates evidence: The student has made clear what the evidence demonstrates and why they have selected it.A dead-end: There is no way of getting out of the page without clicking on the ‘Back’ button on the Internet toolbar.Navigation does not refer to the technical aspect of the links, but the conceptual aspect. Has the student pointed out why the link is there so that the reader knows what to expect when clicking on it?
Assessment Descriptors One and Two attached
My Presentation Skills ePortfolio Learning Record
Course Intended Learning Outcomes________________________________________________________________________________________________________________________________________________________________________________________________________________________
Buddy’s feedback on my self-introduction__________________________________________________________________________________________________________________ My self-introduction (1.5 minutes)My reflections on this feedback and on my self-introduction________________________________________________________________________________________________________________________________________________________
My Personal Goals
____________________________________________________________________________________
Feedback from my teacher__________________________________________________________________________________________________________________________________________________________
My reflective response__________________________________________________________________________________________________________________________________________________________
Feedback from my classmates on practice mini-presentations done in class__________________________________________________________________________________________________________________________________________________________
Windows Media Video40-second clip
Group Presentation
Windows Media VideoI-minute clip
Assessment TwoIndividual Presentation
Windows Media Video (1.5 minutes) a) Demonstrate that you have achieved the course ILOs.b) Has the ePortfolio helped you in your learning? How? Or, why not? c) What, in your opinion, do you still need to work on to get better at presenting?
My response to my classmates’ feedback______________________________________________________________________________________________________________
ASSESSMENT ONE – GROUP PRESENTATIONMy reasons for selecting this clip:________________________________________________________________________________________________________________
Feedback from my teacher and/or buddy________________________________________________________________________________________________________________My reflective response________________________________________________________________________________________________________________
Reflection on my progress towards the course ILOs and my own goals________________________________________________________________________________________________________________
ASSESSMENT TWO – INDIVIDUAL PRESENTATION How does this clip demonstrate my learning outcomes? ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
ASSESSMENT THREE – INDIVIDUAL PRESENTATION VIDEO (Demonstrating my progress and what I have learned)
E-Portfolio 0 1 - 2 3 4 - 5
Part 1: COURSEWORK
No workdone/submitted or portfolio inaccessible
Effort Little effort has been made to meet expectations.
Passable All required content is present and in some cases expectations exceeded.
Quality of Reflection
Very little attempt to reflect on feedback given and on his/her performance. There may have been difficulties identifying weaknesses.
Reflection is likely to have informed learning. Strengths and weaknesses identified, evidence of having worked on weaknesses.
Score 10/20
Part 2: REFLECTION
VIDEO
Presentation Skills
Delivery problematic. Presentation not listener-friendly and/or inadequate effort made to apply course concepts
Passable Course concepts applied effectively. Presentation is confident, clear and well organized.
Quality of Reflection
Very little reflection on the course, inadequate attempted achievement of goals, and little idea of future development needs.
Intelligent all round reflection on the course, attempted achievement of goals and a clear idea of future development needs.
Score 10/20
Total 20
Points to Consider when Integrating the ePortfolio into a Course
Don’t treat the ePortfolio as an add-on.
Is any restructuring of the course necessary?
What value are we adding to the learning process?
What can we do so as NOT to increase the workload for the teachers?
Is it necessary to increase the workload for the students slightly?
How can we promote the benefits of using the ePortfolio as a learning tool to our students?
Make the ePortfolio software as user-friendly as possible without compromising on the look of the product.
Make technical support continually available.
Can we give students the freedom to be creative, to add personal elements to their portfolio and to acquire a sense of ownership?
In what way can we build a meaningful collaborative learning element into the ePortfolio structure?
How can we train our students to reflect meaningfully on their learning?
What is the easiest way to build in a mechanism for self, peer, teacher feedback and response?
Would it be helpful to provide any structural templates?
Students should write the intended learning outcomes of the course in their ePortfolio.
Students should demonstrate how they have achieved the learning outcomes of the course.
How is the learning going to be assessed in the ePortfolio?
What criteria should we provide for the assessment of reflection?
