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Maximizing the Use

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An electronic portfolio uses multimedia. technology to ... Use TaskSteam for past 5 years ... Using portfolios of student work in instruction and assessment. ... – PowerPoint PPT presentation

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Title: Maximizing the Use


1
  • Maximizing the Use
  • of Portfolios
  • for Students and Institutions

Michele A. Parker, Assistant Professor,
Educational Leadership Watson School of
Education, UNC Wilmington Abdou Ndoye,
Assessment Program Director Watson School of
Education, UNC Wilmington
2
Portfolios
  • A portfolio is a purposeful collection of
  • student work that demonstrates effort,
  • progress, or achievement...(Barrett, 1999, p.1)
  • An electronic portfolio uses multimedia
  • technology to collect and organize artifacts in
  • various media (audio, video, graphics, text)
  • (Barrett, 1999).

3
Portfolios
  • Based on constructivism, students may be
  • expected to take responsibility for selecting
  • artifacts, making connections to standards,
  • and interpreting their own learning
  • (Wilhelm et al., 2006, p. 412).

4
Names of Portfolios
  • Writing collection
  • Working
  • Electronic
  • Presentation
  • Professional

5
Types of Portfolios
  • Resource portfolio helps students collect and
    organize their work.
  • Presentation portfolio allows students to
    demonstrate competencies they have met and
    showcase their work for professional purposes.
  • Directed Response portfolio assists in providing
    students and programs with evaluative feedback.

6
Uses of Portfolios
  • Foster critical, creative, and reflective
    thinking
  • Demonstrate competencies
  • Ongoing professional development
  • Marketing tool
  • Show growth over time
  • Trace the evolution of one or more projects

7
Uses of Portfolios
  • Document achievement for alternative coursework
  • Assist with course placement
  • Review curriculum or instruction
  • Large-scale assessment
  • Program evaluation

8
Institution Needs Student Use
9
Student Needs
  • Journal
  • Professional development plan
  • Marketing tool

10
Institution Needs
  • Track assessments
  • Collect evidence needed to demonstrate
    competencies and learning objectives

11
Student vs. Institution
  • Program evaluation
  • Assessment
  • Educational
  • Professional

12
Teaching Standards
  • The National Council for Accreditation of
  • Teacher Education (NCATE) and state
  • accrediting boards have standards that
  • form an ideal framework for organizing
  • an electronic portfolio (Barrett, 1999, p. 3).

13
E-portfolio Experience
  • Watson School of Education
  • Use TaskSteam for past 5 years
  • As of the fall of 2005, all teacher education
    students are required to develop an e-portfolio
  • We collect data on views and perceptions of
    e-portfolio use

14
Suggested Practice
  • Three principles
  • Elicit students perspectives and determining
    their e-portfolio needs
  • Incorporate faculty views
  • Align portfolio requirements with other program
    assessment and evaluation responsibilities.

15
Survey
  • Students
  • Every semester we collect data on views and
    perceptions of the e-portfolio
  • Faculty
  • Recently started collecting data on TaskStream
    and portfolio use.

16
Student Perspectives
  • 96 of students value their experiences using
    e-portfolios as a professional development plan

17
Most Common Activities
  • Lesson plan writing
  • Communication
  • Developing survey template and assessment tools

18
Communication
  • Faculty
  • Internship supervisors
  • Partnership teachers
  • Peers

19
Survey template Assessment tool
20
Assessment Results
21
Student Feedback
  • It helps me stay organized and keep track of
    work. I can keep my lesson plans in one place.
  • I can communicate with other interns and ask
    questions.

22
Faculty Views
  • Help students develop skills (lesson plans,
    rubrics, etc.)
  • Facilitate reflection and discussion
  • Project sharing among students
  • Peer review

23
Instrument Alignment
  • Align the portfolio with teacher education
    standards
  • Accommodate program evaluation requirements and
    students interests through the same e-portfolio.
  • Performance Evaluation Scale

24
Instrument Alignment
  • Programs can collect evidence from students
    artifacts for accreditation and evaluation.

25
Instrument Alignment
  • As the evaluation is aligned with standards, it
    becomes easier to address needs expressed in the
    program evaluation results
  • Expand or add components to target desired skills
    and competencies.

26
Instrument Alignment
  • Example if evaluation results show that students
    need more developed skills in the area of lesson
    planning, then lesson planning skills can be
    reinforced in the e-portfolio.

27
Instrument Alignment
  • Students work aligned with teaching standards
    and program evaluation tools can serve
    institutions and pupils.

28
Reconciling Students and Institutions Needs
  • Faculty and students can work as a coalition
    helping each other document learning, fostering
    reflection and growth and providing evidence for
    program effectiveness.

29
Reconciling Students and Institutions Needs
  • Sustained usage of e-portfolios
  • Integration in students, faculty and programs
    daily practices

30
WSE Accreditation Website
31
Maximizing Use
  • An educational tool
  • Learning
  • Professional development
  • Marketing tool
  • Assessment for students, faculty, and programs

32
Discussion
  • Is your institution using e-portfolios?
  • How are e-portfolios being used?

33
References
  • Arter, J., Spandel, V. (1992). Using portfolios
    of student work in instruction and assessment.
    Educational Measurement Issues and Practice, 11,
    36-44.
  • Barrett, H. C. (1999). Electronic teaching
    portfolios. In J. Price et al. (Eds.),
    Proceedings of Society for Information Technology
    and Teacher Education International Conference
    1999 (pp. 1029-1034). Chesapeake, VA Association
    for the Advancement of Computing in Education.
    Retrieved December 27, 2007, from
    http//electronicportfolios.com/portfolios/site99.
    html
  • Wilhelm, L., Puckett, K., Beisser, S., Wishart,
    W., Merideth, E., Sivakumaran, T. (2006).
    Lessons learned from the implementation of
    electronic portfolios at three universities.
    TechTrends Linking Research Practice to
    Improve Learning, 50 (4), 62-82.
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