MULTIMEDIA & e-PORTFOLIOS:

A Window Into the Learner’s Mind

Evangeline Harris Stefanakis

Administration, Training and Policy Boston University

ADAPTED FROM EU E-LEARNING, Krakow, Poland;

Maastricht, Netherlands, October, 2007

E-Portfolios Make Learning Visible Documents Evidence of Teacher Development Process & Products

COLLECTIONS, SELECTIONS & REFLECTIONS OF LEARNING

creating a personalized theory of knowledge that guides practice

Curricular Modules

Micro TeachingPhilosophyMetaphor

Wiki orE-Journal

Assessment for Learning

Learning Accountability

Self Assessment

Informal Feedback

Rubrics

Portfolios

Performance Based

Standardized Tests

Schools As SortersSchools As Sorters-

Lewis Terman / Intelligence Tests

100 Years of Testing

Chapman 1922

CLARIFYING THE PURPOSES OF ASSESSMENT

IMPROVE STUDENT LEARNING Making learning visible to students (Seidel et al) Fostering reflective learning which is self adjusting Acknowledging and celebrating learning Communicating learning to families and the wider

community

IMPROVING TEACHERS’ TEACHING Adjusting instruction to meet the needs of individual

students Fostering reflective teaching which informs practice Communicating learning to multiple constituencies Improving the capacity of schools to reach high standards

of student achievement

PERFORMANCE ASSESSMENTS –“LEARNING PROCESS & PRODUCTS”

What does this work tell about this individual as a:

Linguist Artist

Scientist

Reflective Learner Cooperative Learner

Mathematician

BUILDING A LEARNING CULTURE WHY USE e- PORTFOLIOS?

Because students invest their work with meaning, and purpose-when their work is consider for those qualities.

Because looking student’s work using multimedia-graphics, ,pictures, stories, journals, or projects provides a view into the individual and the teaching/ learning environment—>>employers see “technologically ready” employee

Because a longitudinal view of student’s work provides a picture of growth, progress and continuity over time

Because portfolios provide assessment based on evidence of individual student’s effort- not a list of test scores.

GETTING COMMUNITIES STARTED using MI Theory & e-PORTFOLIOS

     1. Start slow, small, work together

  Discuss portfolio purposes uses in work groups , faculty meetings

       Let communities know portfolios are beginning. Enlist help teams.

     Conduct reviews of a student using student work as evidence.

     2. Find time as a faculty to discuss & define

Shared purposes about portfolios-> a system for portfolios

     MI in assessment to pluralize/ personalize learning

The uses of rubrics to define criteria/ quality/ standard setting

Organization of courses for portfolio use, demo, exhibitions

Technology organizes, store the images, words, acts of learning

 

 

Maintain Portfolio of student work,tracking & recording progressover time.

Administer culturally suitable,tests-in student’s native language, norm-reference assessment and/or curriculum-based assessment.

Student’s current statusStudent’s goals

Student’s challengesObserve student workingby self, in small groups, and as member of class.

Interview student,family, teachers, andother community members.

Instructional plan

for achieving goals

Collected Information about Student

Collected Information about Student

PDPPERSONAL

DEVELOPMENT PLAN

Student’s strengths, interests, challenges

Family

/ Pare

nt’s Expec

tations

Track and document interventions,noting if they are or are notsuccessful.

Per

form

ance

s co

mpa

red

To

norm

ativ

e gr

oup

Lev

el o

f m

aste

ryof

cur

ricu

lum

com

pone

nts

Attempted

inter

ventio

ns

Adapted from the K. Guinee

UK & EU Policies call for A COMPREHENSIVE ASSESSMENT SYSTEM –e PORTFOLIOS