Video Portfolios

1. Video Portfolios Creating a Record of Performance Assessments for Student Reflection Presented by Elizabeth Bertolini – Novi High School ebertolini@novi.k12.mi.us

2. Overview • Materials • Context • Benefits • Research • Examples In Practice • Limitations

3. Materials • Flip-style digital video camera • RCA Small Wonder EZ 200 series • Rechargeable batteries • Lightweight Tripod • Mini SD card (4GB) • Online Data Management system

4. Flip-style digital video camera • RCA Small Wonder EZ 200 series • USB Connection • Simple ‘push-button’ recording • Video or still photos • Web quality • Exports as an AVI file – may need converter • Any File Converter • free download

5. Rechargeable Batteries • Sony BCG-34HRMF4 Battery Charger with LCD Display and 4 AA Ni-MH Rechargeable Batteries

6. Lightweight Tripod • AIPTEK Lightweight Full Size Tripod

7. Mini SD card (4GB) • SanDisk 4GB MicroSDHC Memory Card with SD Adapter • Provides up to 2 hours of video recording time

8. Total Cost • Flip-style digital video camera • RCA Small Wonder EZ 200 series ($70) • Rechargeable batteries ($15) • Lightweight Tripod ($20) • Mini SD card (4GB) ($10) • Online Data Management system (n/a) Total Cost: $115 or less

9. Context • Novi High School • 2000 students • 4x4 block, moving to 6-period day • Practical Public Speaking (elective) • 9-12 grade students • Videotaping for six years • Materials acquired through a grant from the Novi Educational Foundation

10. Benefits • Creates a record of performances • State Standards • Reduces perceived teacher subjectivity • Allows sharing of performances

11. Creates a Record • Each video entry can be used for reflection and goal-setting • Creates a permanent record of performances which may not be repeatable

12. Benefits – GLCEs / HSCEs • Clear metacognition • Allows students to show evidence of goal-setting and growth • Video portfolio artifacts can be used to inspire written or oral reflection • Oral reflections could be videotaped, as well • Application in all subject areas and all grades K-12

13. Reduces Subjectivity • Creates a record of actual performance • Establishes a ‘norm’ so growth can be noted • Preserves a ‘moment’ • Students can grade themselves on a rubric, then see teacher or peer feedback

14. Facilitates Sharing • Classroom performances can be shared (if desired) • Parents • Colleagues • Administrators • Future students

15. Research • Research supports having students self-assess and set goals • Further reading on Performance Assessments and Portfolio Evaluation: • R.J. Marzano • G. Wiggins

16. Research • My own research has shown the effectiveness of video portfolios • Student Video Interviews • Examples from student writing

17. Examples in Practice • Public Speaking • Digitally record speeches • Load onto SharePoint website • Students view their speech videos and complete a reflection activity • Note strengths/weaknesses • Set goals for next performance

18. Examples in Practice • SharePoint • Novi Community Schools data management website • Password protected • Subscription fee for the district • Similar websites are available (free or low cost)

19. Excerpts from Student Reflections • Being able to watch yourself speak combines the teacher’s comments with what you are seeing with your own eyes. I could physically see the results in the videos on SharePoint. Without the videos, all we would have is the teacher evaluation. It is very easy to go against what your teacher is telling you when you just try to remember how you think you did. It is impossible to know what you are doing wrong without being able to watch with your own eyes.

20. Excerpts from Student Reflections • The most helpful tool in the class was SharePoint. Without watching my speeches, I never would have truly realized the flaws of my speaking. Seeing myself on screen allowed me to become my own audience and critic. I was able to pick out things that I didn’t like and continue to do things that I did like.

21. Excerpts from Student Reflections • The videos on SharePoint were very helpful. It helped to get feedback from the teacher, but to actually see it is a whole different ball game. I can notice the little things I do such as sway a little bit or make weird little hand movements, and then I can work on improving them for the next speech. Also, the videos really helped me focus on what I was not doing correctly . I looked very stiff up at the podium and should have been able to use my hands more freely.

22. Excerpts from Student Reflections • If you compare my first speech, the informal introduction, to even my second speech, the formal introduction, you can see a major difference in my stance.

23. Excerpts from Student Reflections • Although it seemed cruel, [video recording] was actually an excellent teaching tool. When I got marked down for not using gestures on my Formal Introduction, I truly thought I had used gestures! By watching the tape, I realized that I did not use ANY gestures at all during the entire speech. The video helped me realize that I had areas I needed to improve on.

24. Limitations • Cost • Training • Security • Access • Set-up • Maintenance • Privacy

25. Presenter Contact Information Elizabeth Bertolini Novi Community Schools • ebertolini@novi.k12.mi.us • (248) 449-1500 Special thanks to the Novi Educational Foundation for providing the 2009-2010 Public Speaking Video Grant