Electronic Portfolio Development

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Electronic Portfolio Development

• Dr. Linda Larson
• CSULB
• ETEC 523

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Table of Contents

• What and why of electronic portfolios
• Types of portfolios
• Portfolio development
• Phases of development

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Why E-portfolios

• SB 2042
• Standards based
• Need a way to provide evidence of successful
  teaching
• Improves teaching

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What is a portfolio?

• Purposeful collect of student work that shows
  progress in meeting standards
• Provides more authentic and richer indicator of
  student performance
• Traditional-3 ringed binder, organized into
  sections, each demonstrating each standard

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What is an Electronic Portfolio?

• Uses digital and electronic media
• Uses multiple media types
• Uses hyperlinks to organize files
• Connects evidence to standards

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What is a teaching portfolio?

• A teaching portfolio is the structured,
  documentary history of a set of coached or
  mentored acts of teaching, substantiated by
  samples of student portfolio, and fully realized
  only through reflective writing, deliberation and
  conversation. (Shulman, 1998)

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Professional Portfolios for Teachers

• .extend the possibilities for portfolios in
  education by going beyond assessment, learning,
  and professional development to the use of the
  portfolio as a living history of a
  teaching-learning life. (Wilcox Tomei, 1999)

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Scrapbook vs. Portfolio?

• .Tom Bird.asked us to think about the
  distinction between the teachers filing cabinet
  and the teachers portfolio. As teachers, we
  accumulate a great deal of documentation of our
  work. But depending on the case we have to make,
  we draw from the filing cabinet and create a
  particular portfolio. (Shulman, 1998)

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Types of Portfolios

• Working collection guided by learning objective
• Display, showcase, or best works
• Assessment document learning on specific
  curriculum outcomes

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Purposes for Portfolios
Formative (Developmental) Summative (Assessment) Marketing
Professional development planning (PD) University admission Job application
Recording continuing PD Meeting course requirements Cold Calling
Celebration of achievements Performance review and promotion Organizational capacity
Professional Certification and registration
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Why Electronic?

• Many documents electronic anyway
• Multiple copies
• Hyperlinks make connects clear
• Storage issues
• Modeling technology
• Easier to manage-storage, presentation, and copy

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Electronic Portfolio Development Literature

• Development
• Collection
• Selection
• Reflection
• Projection or direction
• (Danielson Abrutyn, 1997)

• Multimedia
• Assess/Decide
• Design
• Develop
• Implement
• Evaluate
• (Ivers Barrson, 1998)

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Collection

• Primary activity of working portfolio
• Dont save everything
• Purpose, audience, and future use of artifacts
  determine content

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Selection

• Student examines collection and decides what
  moved to assessment or display portfolio
• Criteria reflect learning objectives or standards
• This is where many portfolios end!

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Reflection

• Student articulates thinking about each artifact
• Students become aware of themselves as learners
• Use of reflective prompts help
• Include reflections on every piece plus entire
  portfolio

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Reflection

• The use of portfolios not only helps students
  make better progress on the skills of the
  curriculum it also helps them develop critical
  skills such as reflection and self-evaluation
  which are fundamental to excellence in any walk
  of life. (Danielson Abrulyn, 1997)

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Reflection Learning

• We do not learn from experience.
• We learn from reflecting on experience.
• -John Dewey

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Portfolios and Change

• Without written commentaries, explanations, and
  reflections, the portfolio is not more than a
  notebook of artifacts or a scrapbook of teaching
  mementos. Such a portfolio does not reveal the
  criteria for collecting the contents, the
  thoughts of why the items were selected, or what
  he teacher and the students learned. (Burke,
  1997)

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Projection

• Looking ahead and setting future goals
• Students see pattern in their work
• These observations can help identify goals for
  future learning
• (Danielson Abrulyn, 1997)

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Portfolio Process

• Project purpose(s)/Focus
• Collect organize artifacts
• Select key artifacts
• Design or Plan
• Develop prepare articles digitally
• Interject- personality
• Reflect metacognitively-meaning value artifact

• Inspect to self access
• Goals short long term
• know strengths/weaknesses
• Perfect evaluate for grading
• Connect conference
• Inject/interject to update
• Respect accomplishments formal presentation
• Publish to CD or WWW

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Phases in Portfolio Development
Phase Description
Anxiety Anxiety about the unknowns. Anxious about process, product, and outcomes
Uncertainty Uncertainty about what to document, how to document. when to document
Connections Thoughtful reflection and analyses about the work you do
Awareness Heightened awareness of how much has been accomplished as assembled artifacts are reviewed
Presentation Professional pride as portfolio takes shape and becomes a finished product. A sense of accomplishment.
Evaluate / Reflections Enabler. Has developed sufficient confidence to assist others through the portfolio process
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Where do we go from here?

• Create template
• During semester follow the portfolio process