E-Portfolios

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E-Portfolios
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What is a Portfolio

• Rick Stiggins (1994) defines a portfolio as a
  collection of student work that demonstrates
  achievement or improvement.

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• An electronic portfolio, also known as an
  e-portfolio or digital portfolio, is a collection
  of electronic evidence assembled and managed by a
  user, usually on the Web. Such electronic
  evidence may include inputted text, electronic
  files, images, multimedia, blog entries, and
  hyperlinks.

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• E-portfolios are both demonstrations of the
  user's abilities and platforms for
  self-expression, and, if they are online, they
  can be maintained dynamically over time. Some
  e-portfolio applications permit varying degrees
  of audience access, so the same portfolio might
  be used for multiple purposes.

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Therefore, a Portfolio is

• A collection of students work, which
  demonstrates their skills and accomplishments.
• It is more than just a group of projects and
  papers stored in folders.
• It is used to demonstrate students achievements
  in one subject area or across the curriculum.

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Why use an e-portfolio?
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Why an electronic Portfolio

• Sheingold (1992), argues
• 1) Using technology to store student portfolios,
  can make their work portable, accessible, and
  more easily and widely distribute. We can also
  replay performance works anytime.

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• 2) Information is easily stored in a computers
  hard drive, floppy disk, CD, or other means.
• 3) E-Portfolios enhance computer and technology
  skills.
• 4) The teacher and student would gain experience
  by creating, selecting, organizing, editing and
  evaluating the portfolios.
• 5) Students gain a sense of empowerment by
  displaying, sharing, and presenting their
  e-Portfolios to teachers, parents, and the
  community.

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• 6) 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.

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• 7) Once the student work is organized, electronic
  portfolios can be enhanced by the addition of
  sound, music, pictures, graphics and even video.
• Thus making it easier and more appealing to the
  student, parent and teacher.

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Why Create an E-Portfolio?

• Employment
• Graduate School
• Internships
• Personal Archive

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Advantages of an E-Portfolio

• Accessibility
• Portability
• Ease of Delivery
• Interactivity
• Creativity
• Technology

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• Benefits for Student
• 1) increased learning effectiveness
• 2) model professionalism
• 3) enhance information technology skills
• 4) gain academic credit for learning beyond the
  classroom
• 5) reflections on artifacts as well as how they
  match goals and standards

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• 6) help students make connections among their
  formal and informal learning experiences
• 7) prompt learners to articulate their learning
  goals from different perspectives
• 8) allow individuals to display learning in ways
  overlooked or undervalued by other assessment
  means

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Types

• There are three main types of e-portfolios,
  although they may be referred to using different
  terms
• developmental
• Assessment
• showcase

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• Developmental portfolio demonstrate the
  advancement and development of student skills
  over a period of time.
• Developmental portfolios are considered
  works-in-progress and include both
  self-assessment and reflection/feedback elements.
  
• The primary purpose is to provide communication
  between students and faculty.

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• Assessment Portfolios demonstrate student
  competence and skill for well-defined areas.
• These may be end-of-course or program assessments
  primarily for evaluating student performance.
• The primary purpose is to evaluate student
  competency as defined by program standards and
  outcomes.

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• Showcase Portfolios demonstrate exemplary work
  and student skills.
• This type of portfolio is created at the end of a
  program to highlight the quality of student work.
  
• Students typically show this portfolio to
  potential employers to gain employment at the end
  of a degree program.

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• Hybrids Most portfolios are hybrids of the three
  types of portfolios listed above. The three types
  may be mixed to achieve different learning,
  personal, or work-related outcomes.
• Rarely will you find a portfolio that is
  strictly used for assessment, development or
  showcase purposes.

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• Occasionally, you may come across showcase
  portfolios that do not show evidence of
  self-reflection, rubrics for assessment or
  feedback, however, as Helen Barrett, an expert in
  the field of e-portfolios, would say "a portfolio
  without standards, goals and/or reflection is
  just a fancy resume, not an electronic
  portfolio.

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• Self-reflection is an important component of
  electronic portfolio development. If you do not
  require participants to self-reflect on the
  artifacts they add to the portfolio, they will
  not gain from the rich learning experience that
  e-portfolio development can provide!

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Where can you find e-portfolios?

• Electronic portfolios are gaining popularity in
• 1) Schools
• 2) Higher education
• 3) Continuing professional development
• 4) Job applications/professional advertisements
• 5) Therapy groups
• 6) Assessment
• 7) Accreditation

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• 8) Recognition of prior learning (RPL)
• 9) Some E-portfolios can be used for
  presentations, a number of different assignments
  and most popularly, class studies.
• 10) Others may be used within an education
  setting for assessment and accreditation, such as
  an institutional electronic portfolio.

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A Portfolio Should Include

• Student Information name, contact information,
  major, graduation date, etc.
• Table of Contents or various way to display
  links to contents of the portfolio
• Learner Goals
• Curricular standards and/or criteria used to
  align the contents of the portfolio to
  institutional, departmental or course curriculum
  (often accomplished by rubrics)

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• Rubrics can be used to assess student work. A
  rubric is a criteria-rating scale, which provides
  the instructor with a tool to track student
  performance. They also inform students of the
  course/departmental/institutional expectations.
• Guidelines used to select appropriate artifacts
  to keep the collection from growing haphazardly
• Artifacts examples of student work including
  documents, images, video, audio, etc. (can be
  chosen by student, instructor or both)
• Instructor feedback
• Self-reflection pieces a portfolio without
  reflections is just a multimedia presentation or
  an electronic resume .

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Assessment of e-Portfolios

• Use rubrics to assess the quality of students
  work.
• a criteria-rating scale, allowing teachers to
  track student performance.
• Students are empowered with the knowledge of what
  is expected.
• Performance Description
• Checklist of Artifacts

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Files Included in an e-Portfolio

• Text
• Displays student thinking
• Images
• Conveys a message without words
• Sound
• Shows oral communication
• Video
• Shows presentations and performances

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Basic Equipment for ePortfolios
Computer
Scanner
Digital Camera
Multimedia Software Programs Web Authoring Systems
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Creating an E-Portfolio

• Getting Started

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Five stages to Building an e-PortfolioStage 1

• Defining the portfolio
• Identify the purpose
• Identify the standards
• Identify the audience

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Building an e-PortfolioStage 2

• Developing the Working Portfolio
• Select The software development tools
• Identify the storage and presentation medium
• Identify and collect the artifacts that meet the
  standards

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Building an e-PortfolioStage 3

• Reflecting on the Portfolio
• Write reflective statements on each artifact and
  on achieving each standard.
• Elaborate on why the artifact was selected, its
  meaning, and value in the portfolio.
• Set learning goals for the future.

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Building an e-PortfolioStage 4

• Connecting the Portfolio
• Organize the artifacts
• Create navigational links between artifacts and
  standards, etc.

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Building an e-PortfolioStage 5

• Presenting the Portfolio
• Share the portfolio with the appropriate
  audience.
• Evaluate the portfolio with regard to its
  purpose.

Student
Student and Teacher
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Summary
Electronic portfolios are a technology based form
of authentic student based assessment. They are
a collection of student work over a period of
time. The benefits include clear set standards
or expectations, quick access, easy storage and
increased technology skills.
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Examples

• http//electronicportfolios.com/
• http//pesyear1.blogspot.com/
• http//kdgroom102.blogspot.com/
• http//manaiakindergarten.blogspot.com/
• http//hpkgtn09abigail.blogspot.com/
• http//kimcofino.com/blog/2011/06/12/blogs-as-show
  case-portfolios/
• http//ellenseportfolio.blogspot.com/
• http//cheyenneseportfolio.wikispaces.com/
• http//www.hightechhigh.org/digital_portfolios.php
  
• http//hunterparkkindergarten.blogspot.com/
• http//www.teacherfiles.com/website_introduction.h
  tm

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Princess Nora University Electronic
Portfolios for(4) Students
pnu.ep4s.com
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e-Portfolios are used for
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You can view your content
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Website Members
Instructors
Administrator
General Moderator
Students
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