1. Teacher Portfolios “The Computer as an Educational Tool: Productivity and Problem Solving” ©Richard C. Forcier and Don E. Descy

2. Portfolios Portfolios Purposeful collection of documents and artifacts that demonstrate achievement of specific standards and illustrate growth over time Purposeful collection of documents and artifacts that demonstrate achievement of specific standards and illustrate growth over time

3. Portfolios (Continued) Are clearly organized Are clearly organized Cite specific standards Cite specific standards Include artifacts that illustrate the achievement of those standards Include artifacts that illustrate the achievement of those standards Include reflection on each piece Include reflection on each piece Are never complete Are never complete

4. Trends in Education Self-evaluation Self-evaluation Students choose goals. Students choose goals. Students reflect on learning. Students reflect on learning. Students gauge their own progress. Students gauge their own progress. Demonstration of higher cognitive and organizational abilities Demonstration of higher cognitive and organizational abilities

5. Portfolio Advantages Show learning process over time Show learning process over time Value an individual’s unique learning route Value an individual’s unique learning route Capture complexities and authenticity of school life Capture complexities and authenticity of school life Stimulate reflection on one’s own professional development Stimulate reflection on one’s own professional development

6. Wolf (1991:129) “In ways no other assessment method can, portfolios provide a connection to the contexts and personal histories of real teaching and make it possible to document the unfolding of both teaching and learning over time.” “In ways no other assessment method can, portfolios provide a connection to the contexts and personal histories of real teaching and make it possible to document the unfolding of both teaching and learning over time.”

7. Portfolio Examples Evaluation portfolios Evaluation portfolios Employability portfolios Employability portfolios Professional growth portfolios Professional growth portfolios

8. Portfolio Goal To illustrate that students are aware of their own learning process and development as teachers, and that they are able to reflect on and demonstrate that process To illustrate that students are aware of their own learning process and development as teachers, and that they are able to reflect on and demonstrate that process

9. Why Portfolios? Authentic assessment tools Authentic assessment tools Showcase student achievement Showcase student achievement Exhibit artifacts that demonstrate student mastery Exhibit artifacts that demonstrate student mastery Utilize student reflection Utilize student reflection Allow for student feedback Allow for student feedback

10. Why Portfolios? (Continued) Help to set goals Help to set goals Can store artifacts in many different formats Can store artifacts in many different formats Allow easy cross referencing (hyperlinks) Allow easy cross referencing (hyperlinks) Easily updated Easily updated Easy computer access Easy computer access Exercise higher-order thinking skills Exercise higher-order thinking skills

11. Two Themes Portfolio development (four stages of development) Portfolio development (four stages of development) Multimedia development (five stages) Multimedia development (five stages)

12. Portfolio Development Collection Collection Selection Selection Reflection Reflection Projection Projection

13. Collection Purpose of portfolio and audience will influence type of artifacts to collect. Purpose of portfolio and audience will influence type of artifacts to collect.

14. Selection Decide which artifacts to use that best demonstrate goals, objectives, and standards Decide which artifacts to use that best demonstrate goals, objectives, and standards

15. Reflection Reflect on each piece Reflect on each piece Evaluate growth Evaluate growth Reflect on how the piece fits into the entire portfolio Reflect on how the piece fits into the entire portfolio

16. Projection Review reflections on learning Review reflections on learning Look ahead and set goals for the future Look ahead and set goals for the future

17. Multimedia Development Assess/Decide Assess/Decide Design/Plan Design/Plan Develop Develop Implement Implement Evaluate Evaluate

18. Assess/Decide Choose audience Choose audience Goals of presentation Goals of presentation Tools for final presentation Tools for final presentation End user needs End user needs

19. Design/Plan Organization and design Organization and design Determine best artifacts (to demonstrate mastery) Determine best artifacts (to demonstrate mastery) Proper software for digitizing and storage Proper software for digitizing and storage Presentation sequence Presentation sequence

20. Develop Artifacts digitized Artifacts digitized Organize into sequence (hyperlinks) Organize into sequence (hyperlinks) Find best way to present material Find best way to present material Personal reflections linked to artifacts Personal reflections linked to artifacts

21. Implement Record on storage medium (zip disk, CD-ROM, Web) Record on storage medium (zip disk, CD-ROM, Web) Present to audience Present to audience

22. Evaluate Effective presentation? Effective presentation? Demonstrates growth over time? Demonstrates growth over time? Documents and artifacts support standards? Documents and artifacts support standards? Are artifacts reflected on individually and in context to the entire project? Are artifacts reflected on individually and in context to the entire project?

23. Software Programs Microsoft Word Microsoft Word PowerPoint PowerPoint FileMaker Pro FileMaker Pro Netscape Communicator Netscape Communicator Microsoft FrontPage Microsoft FrontPage

24. Commercial Programs Portfolio Builder Portfolio Builder Grady Profile Grady Profile Portfolio Assessment Kit Portfolio Assessment Kit SuperSchool’s Electronic Portfolio SuperSchool’s Electronic Portfolio

25. Suggested Portfolio Outline Contents page Contents page Teaching philosophy Teaching philosophy Aims of portfolio Aims of portfolio Themes Themes Conclusions about learning Conclusions about learning Evaluation of creating portfolio Evaluation of creating portfolio

26. Reflection Look back at classroom experience Look back at classroom experience Decide on course of action Decide on course of action Try something out in class Try something out in class Reflect further on that action Reflect further on that action Conclude what was learned Conclude what was learned Make new action plan based on results Make new action plan based on results

27. Portfolio Checklist General contents General contents Aims Aims Themes Themes Evidence Evidence Reflection Reflection Presentation and organization Presentation and organization Conclusion Conclusion

28. General Contents Demonstrate development over time? Demonstrate development over time?

29. Aims Stated clearly? Stated clearly?

30. Themes Varied? Varied? Show learning? Show learning? Apply to aims? Apply to aims? Supported by artifacts? Supported by artifacts? Conclude with action points for the future? Conclude with action points for the future?

31. Evidence “Internal” (reflection) “Internal” (reflection) “External” (feedback from instructors or learners) “External” (feedback from instructors or learners) Adds authenticity and objectivity Adds authenticity and objectivity

32. Reflection “Depth” “Depth” Explore reasons for events Explore reasons for events Analyze advantages and disadvantages Analyze advantages and disadvantages Justify eventual choice of action Justify eventual choice of action

33. Presentation and Organization Well organized Well organized Easy to follow Easy to follow Evidence accompanies theme. Evidence accompanies theme. Evidence is relevant. Evidence is relevant.

34. Conclusion Summarize what was learned Summarize what was learned Draw conclusions on process Draw conclusions on process Make action plan for future learning Make action plan for future learning

35. Benefits of Portfolios Students capture work indefinitely. Students capture work indefinitely. Students gain increased technology skills. Students gain increased technology skills. Students gain confidence in skills. Students gain confidence in skills. Students more easily assess abilities to direct future learning. Students more easily assess abilities to direct future learning.

36. Works Cited Forcier, R. C., & Descy, D. E. (1996). The Computer as an Educational Tool. 4th ed. Upper Saddle River, N.J.: Pearson Prentice Hall. Forcier, R. C., & Descy, D. E. (1996). The Computer as an Educational Tool. 4th ed. Upper Saddle River, N.J.: Pearson Prentice Hall. Companion Website: www.prenhall.com/forcier Companion Website: www.prenhall.com/forcierwww.prenhall.com/forcier Barrett, H. C. (2000 April). Create your own electronic portfolio using off-the-shelf software to showcase your own student work. Leading and Learning With Technology, 27(7), 14–21. Barrett, H. C. (2000 April). Create your own electronic portfolio using off-the-shelf software to showcase your own student work. Leading and Learning With Technology, 27(7), 14–21. Tanner, R. (2000 January). Piloting portfolios: using portfolios in pre-service teacher education. ELT Journal, 54(1), 20–30. Tanner, R. (2000 January). Piloting portfolios: using portfolios in pre-service teacher education. ELT Journal, 54(1), 20–30.