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Electronic Portfolios Define. Design. Deliver.

Virginia Assessment Group Spring Drive-In Workshop March 2, 2007. Electronic Portfolios Define. Design. Deliver. Judith Howard, Ph.D. Elon University howardj@elon.edu. DEFINE. port = to carry folio = a leaf or sheet (of paper)

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Electronic Portfolios Define. Design. Deliver.

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  1. Virginia Assessment Group Spring Drive-In Workshop March 2, 2007 Electronic Portfolios Define. Design. Deliver. Judith Howard, Ph.D. Elon University howardj@elon.edu

  2. DEFINE • port = to carry • folio = a leaf or sheet (of paper) • In general: a portfolio is a purposefulcompilation of one’s work • Electronic portfolios – similar in content but materials are in digital format

  3. DEFINE • Paper-Pencil v. Computer • Movement away from paper and toward electronic portfolios • Ecological argument • Economic argument • Educational argument • Practical argument • Legal/ethical argument The tool affects the thinking of the user.

  4. DEFINE • Types • Learning portfolios – to enhance learning • Assessment portfolios – to document learning • Showcase – to demonstrate high quality/ best work Type reflects purpose, which in turn determines design.

  5. DESIGN “Form follows function” • Purpose ultimately determines form the portfolio will take • Other design determinants • Audience • Time • Technological expertise • Resources

  6. DESIGN - Considerations • What is your purpose? Your use? • To teach technical skills? • To encourage reflection? • To encourage integration? • To assess progress? (formative) • To assess accomplishment? (summative) • To highlight student/teacher work? • To credential? • To document for external agency?

  7. DESIGN - Considerations • What is your purpose? Your use? • To teach technical skills • To encourage reflection • To encourage integration • To assess progress (formative) • To assess accomplishment (summative) • To highlight student/teacher work • To credential: summative assessment • To document for external agency

  8. DESIGN - Considerations • Who are your users? Your audience? • How “tech savvy” are they? • How much training will they need? • Where are they located? Nearby? Distant? • What is their purpose? • Might there be a conflict in purpose?

  9. DESIGN - Considerations • What are your resources? • How much time do you have to spend? • How much money do you have to spend? • What is your technology capability and availability? • What personnel do you have – for instruction? For technology assistance? • Might there be a conflict in purpose?

  10. DESIGN - Elements • Overall Organization – again, will depend on purpose • By time (chronological) • By course, subject, topic… • By goal, objective, standard…

  11. DESIGN - Elements • Display or Presentation • Ease of use • Attractiveness • Appropriateness • Public v. private • Disc or Web • Web authoring software • Specialized e-portfolio software

  12. DESIGN - Elements • Assessment considerations • Who will evaluate? • Are evaluators onsite or distant? • What will they evaluate? • What criteria or rubrics will they use? • How will they assign ratings? Give feedback? • How much training will they need? • How will you assure technical adequacy?

  13. DELIVER • To User • To Evaluator • To Viewer

  14. Resources • Schulman, L. (1998). Teacher portfolios: A theoretical activity. In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 23-37). New York: Teachers College Press. • Journal of Computing in Teacher Education, 22(3), Spring 2006. Special issue on electronic portfolios. • The REFLECT Initiative. Helen Barrett, Lead Researcher and Project Manager http://electronicportfolios.com/reflect/index.html

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