C' Candace Chou

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PortfolioAssessment and Design

• C. Candace Chou
• University of St. Thomas

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Definition

• A goal-driven, organized collection of artifacts
  that demonstrates a persons expansion of
  knowledge and skills over time. (Kilbane
  Milman, 2003)

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• An organized, goal-driven documentation of
  professional growth and achieved competence in
  teaching
• A collection of documents, tangible evidence of
  the wide range of knowledge, dispositions, and
  skills that you possess as a growing
  professional.
• Documents are self-selected, reflecting your
  individuality and autonomy.

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Types of Portfolio

• Professional Portfolio purposeful compilations
  of and reflections on a professionals work,
  effort, and progress in their field.
• Working Portfolio complete compilations of a
  persons work over a period of time.
• Presentation Portfolio showcase portfolio,
  streamline and selective, represent a subset of
  materials found in a working portfolio

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Teaching Portfolio

• A special type of presentation portfolio that
  demonstrates the professional competence of
  anyone who engages in the act of teaching at any
  academic level.
• Artifacts may include curricular units, syllabi,
  communication with students, writing samples,
  photographs, and videos.
• The National Board for Professional Teaching
  Standards (NBPTS) and the Interstate New Teachers
  Assessment Support Consortium (INTASC) promote
  teaching portfolio.

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Digital Teaching Portfolio

• a.k.a. electronic portfolios, multimedia
  portfolios, e-folios, webfolios
• Present much of the Teaching Portfolio content in
  digital format
• Use a combination of multimedia technologies,
  e.g., audio, video, graphics, and text.

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Working Portfolio Examples

• Descriptive Foster reflection and
  self-assessment, focus on describing all the
  steps to learning, e.g., detailed journal or work
  log.
• Learning Foster reflection and self-assessment,
  emphasize an individuals work and learning in
  progress, e.g., graphic organizers, working
  drafts, outlines,professional development goals.

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Presentation Portfolio Examples

• Assessment Mastery of specific objectives and
  skills, e.g., tests, competencies
• Class illustrate group effort, progress, and
  accomplishments, e.g., student work
• Employment Resume, transcripts, letter of
  recommendation
• Teaching teacher and student work samples

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Advantages of Digital Portfolio

• Accessibility
• Portability
• Creativity
• Technology
• Self-Confidence
• Community

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Challenges of Digital Portfolio

• Knowledge and skill requirements
• Professional support
• Expensive equipment
• Time and Energy
• Increased viewer skills and equipment
• Presentation that detracts from content

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Why Portfolio Assessment

• Push for authentic assessment Tracking progress
  over time and helping individuals learn to assess
  their own progress
• Enhancing teacher professionalismAligning with
  NBPTS, INTASC, NCATE, ISTE established standards
• INTASC Interstate New Teacher Assessment and
  Support Consortium
• NBPTS National Board for Professional Teaching
  Standards
• NCATE National Council for the Accreditation of
  Teacher Education
• ISTE International Society for Technology in
  Education

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Professional Standards and Digital Portfolio

• NBPTS requires the submission of a portfolio
  with a video that demonstrates evidence of
  teacher competence in various formats for
  national certification
• ISTE suggests that all pre-service teachers
  should develop a portfolio of technology-based
  products.
• NCATE perform-based system of accreditation - a
  natural fit for portfolio

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Professional Benefits of Digital Portfolio

• Creation of digital teaching portfolios makes
  teachers learners
• Provides opportunities to learn about technology
• Improves teachers impact on students
• Effective tools for demonstrating teacher
  competence
• Helps teachers get jobs
• A tool for charting future professional growth

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Creation of E- Portfolio

• Save Artifacts electronically
• Document your experiences electronically

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Stages for Developing E-Portfolio

• Decide the purpose and the audience
• Design the selection of the content
• Develop incorporation of all artifacts
• Evaluate the content and multimedia format

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Framing Digital Portfolio Around Standards

• National standards represent the collective
  effort of many knowledgeable education
  professionals
• Help teachers examine their knowledge and skills
  in the education field that are considered good
  teaching.
• National recognized standards have meaning to
  people in various communities.

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Ingredients of a Digital Portfolio

• Artifacts tangible evidence that indicates the
  attainment of knowledge and skills and the
  ability to apply understanding to complex tasks,
  e.g., resume, lesson plans, etc.
• Supporting Documentation
• Authorship statement
• Credits
• Rational statement
• Permission statement
• Table of Content

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Questions to Help You Reflect on Artifacts

• How does tis artifact demonstrate competence in a
  particular standard or your chosen framework?
• Why did I include this artifact? Why is it
  important to me?
• What did I learn as a result of using/creating
  this artifact?
• How would I do things differently as a result of
  the artifact?

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Table of Contents(based on INTASC)

• Introduction
• Subject Matter
• Student Learning
• Diverse Learners
• Instructional Strategies
• Learning Environment
• Communication and Technology
• Planning Instruction
• Assessment
• Reflection and Professional Development
• Collaboration, Ethics, and Relationships
• Professional Plans

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Directions for Introduction

• Introduction
• Poem or quote that is meaningful to you, that
  captures who you are and/or your beliefs about
  teaching
• Current resume
• An educator statement, e.g., educational
  philosophy or teaching beliefs

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Directions for Section 2 - 11

• Begin each section with the title and definition
  of the standard
• List the substandards/competencies for each
  standard
• Narrative or rationale a written piece per
  standard that links the standard to the evidence
  collected.
• Use 2 - 3 artifacts per standard for evidence

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Directions for Professional Plan

• Educator Development Plan (EDP)
• Personal life-long learning plan

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Timeline

• Course I Decide which artifact to collect
• Course II Design and develop
• Course III Peer review and assessment

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Standards-based E-Portfolio Examples

• http//dagwood.dgrc.crc.ca/eportfolio/portfolio/85
  1/10214235711049.html (pre-service, elementary)
• http//filebox.vt.edu/users/ckeel/ (pre,
  secondary)
• http//durak.org/kathy/portfolio/ (pre,
  elementary)
• http//portfolios.music.ufl.edu/studentport.html
• Others
• http//curry.edschool.virginia.edu/class/edlf/589
  _004/Carter_Shreves/ (special ed)
• http//www.life.sci.qut.edu.au/collect/tp/tp_home.
  html (teaching philosophy)
• http//www.uiowa.edu/7Eedplace/portfolio/index.ht
  ml

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References

• Campbell, D. M., Cignetti, P. B., Melenyzer, D.
  J., Nettles, D. H., Wyman, R. M. (2004). How to
  develop a professional portfolio A manual for
  teachers (3rd ed.).
• Kilbane, C. R., Milman, N. B. (2003). The
  digital teaching portfolio handbook A how-to
  guide for educators.