Unit Four: E-Portfolio

From KNILT

Objectives:

Electronic Portfolio

Students will be able to understand the importance of the portfolio

Students will understand the uses of a portfolio

Students will understand the necessity of using technology in the classroom


Grey arrow.gif Read this! Portfolios

Electronic portfolios are becoming common place in schools for students to not only show their best work, but also show how their learning growth has occurred. As you read the definitions and requirements of a portfolio from Jonathan Mueller's website on authentic assessment, think about the types of assignments (Think back to Writer's Workshop!) you would like your students to have in their portfolios. What similarities do these assignments have? What kind knowledge do you want your students to attain from using their portfolio? Record your thoughts.


Grey arrow.gif E-portfolios have evolved from the standard paper portfolio. According to Gail L. Ring and Sebastian L. Foti (2003), authors of “Addressing Standards at the Program Level with Electronic Portfolios,” “The crux of the problem is that in addition to attending to reading, writing, and the other skills measured by current standardized tests, teachers have the responsibility of providing students with an array of communication skills NOT BEING TESTED by today’s standardized tests.” Electronic portfolios have been introduced to allow students to integrate technology into their work. “Electronic portfolios contain the same types of information as paper portfolios, but the information is collected, stored, and managed electronically” (Lambert, DePaepe, Lambert, Anderson, 2007, p. 76). Students are more likely to be engaged in creating an e-portfolio as it draws on what is relevant in society today in its use of technology.


Grey arrow.gif Electronic portfolios not only take up little physical space, but can hold a great deal of information. Pictures, art work and writing samples can be all be scanned in and saved. Reading samples could be recorded. Work samples from the previous school year could also be included. Another important addition, would be collaborative student work that otherwise would not be able to be included in each participating students portfolio. Once the student work is organized, electronic portfolios can be enhanced by the addition of sound, music, pictures, graphics and even video. All of these facets make the portfolio more appealing to the student, parent and teacher. Electronic portfolios also serve to enhance computer and technology skills. The teacher and student would gain experience by creating, selecting, organizing, editing and evaluating the portfolios. Students would feel a sense of accomplishment and empowerment by displaying, sharing and presenting their electronic portfolios to teachers, fellow classmates and parents.


Grey arrow.gif Check this out! Example of an electronic portfolio

As you look at this student's portfolio, record your thoughts on what you think she did well with and what you think she could improve on. What parts of this portfolio do you think are the most useful? What parts would you implement? What would you not require? Why? What ideas would you add? Use your knowledge from both Jonathan Mueller's website and the information on this page to support your opinions.


Reflection

Record your answers to these questions:

1. Explain how a portfolio constitutes a type of authentic assessment. What traits of authentic assessment does a portfolio contain?

2. How would you use a portfolio in your classroom? Describe the specific traits you would require in the portfolio.

3. What is your view in implementing technology to authentic assessment? Do you think e-portfolios are more beneficial than using a paper portfolio? Support your opinion.




On to the next unit: Unit Five

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