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Purdue Electronic Portfolio

Purdue Electronic Portfolio. School of Education Purdue University and P 3 T 3 : Purdue Program for Preparing Tomorrow’s Teachers to use Technology http://p3t3.soe.purdue.edu/portfolio.htm. Portfolios. Portfolios.

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Purdue Electronic Portfolio

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  1. Purdue Electronic Portfolio School of EducationPurdue University and P3T3: Purdue Program for Preparing Tomorrow’s Teachers to use Technology http://p3t3.soe.purdue.edu/portfolio.htm 2004

  2. Portfolios 2004

  3. Portfolios • Are purposeful collections of student work that illustrate efforts, progress, and achievement. • Focus on growth and development over time. • Provide a richer picture of student performance than can be gained through more traditional, objective measures. Barrett, H. (2001, August). Electronic portfolio development strategies. PT3 Annual Meeting, Washington, D.C. 2004

  4. Purdue Portfolios • Purposeful, chronological collections of selected student work that exhibit to the student and others the student’s progress, achievement and effort over time. • Grounded in the written standards as developed by the Indiana Professional Standards Board. • Tools for self-reflection of students’ learning, documentation of their professional growth, and preparation for performance-based licensure. Report of the Portfolio Task Force. (2000, May). 2004

  5. Portfolio Processes • Collection • Students gather materials to show knowledge, dispositions, and performance. • Selection • Students identify those artifacts that they believe address standards. • Reflection • Students think about their own evolving teaching practice. • Projection • Students consider what steps they need to take to improve. Danielson & Abrutyn (1997) 2004

  6. Why Electronic? • Allows for artifacts in multiple media types (text, graphics, audio, video). • Supports hyperlinking to interconnect work and link to standards. • Portable, accessible, easily backed up, and avoids space demands of paper. • Creation helps students develop their own technology skills. 2004

  7. Purdue Electronic Portfolio 2004

  8. Purdue Electronic Portfolio • The Purdue Electronic Portfolio (PEP) system was developed as part of the P3T3 project in part to help our students: • document knowledge and ability to teach, • reflect on their teaching growth and development, and • demonstrate proficiency with technology. 2004

  9. Primary Purpose • Faculty assess students’ work • Artifacts are key assignments from courses. • Portfolios are approved at 4 gates in the teacher education program. • This assessment provides evidence that students satisfy performance standards. • Data can be aggregated to assess the teacher education program. 2004

  10. Additional Purposes • Students can assemble examples of work for seeking employment. • The process gives students practice preparing a portfolio, a process now required for subsequent state certification. • Developing electronic artifacts builds students’ own technology proficiency. 2004

  11. Artifacts Portfolio Files PEP Organization 2004

  12. Usage • PEP became required for students entering teacher education beginning Fall of 2002. • Blocks I through III, EDCI 270, EDFA 200, and other courses are now in the system. • Phased implementation is continuing. • Block IV in spring 2004. • Blocks V and VI in 2004-05. 2004

  13. Technology • A database in Microsoft’s SQL Server, a large-scale database application, holds the portfolio information. • The hardware consists of a quad-processor IBM server with about 2 terabytes of total disk storage. • An ASP-programmed web front-end allows users to have convenient access via any web browser. 2004

  14. Demonstration 2004

  15. Demonstration • Let’s see a demonstration of some of the basic functionality of this system. Instructor Side Student Side 2004

  16. Questions? 2004

  17. For more information • Visit us on the web: • http://p3t3.soe.purdue.edu/portfolio 2004

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