1. Electronic Portfolios for Students Ann Howden UEN Professional Development ahowden@media.utah.edu

2. What is a Portfolio?  As defined by Paulson & Paulson in 1991, a portfolio tells a story. “ A portfolio is the story of knowing. Knowing about things...Knowing oneself...Knowing an audience... Portfolios are students’ own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact...Students prove what they know with samples of their work.”

3. Types of Portfolios Teaching Portfolio: This portfolio is used for pre-service teachers or for relicensure. It is a structured collection of teaching documentation with student samples. Working Portfolio: An intentional collection of work guided by specific learning objectives. Contains documents students are currently working on or have recently completed Display Portfolio: Showcase of a students’ best work demonstrating the highest level of achievement. Assessment Portfolio: Illustrates how a student has met specific standards and learning outcomes

4. What Should an Assessment Portfolio Include?  Learner goals Curriculum standards, unit goals, essential questions  Guidelines for selecting materials  Artifacts Artifacts  Teacher feedback  Self-reflection  Criteria for evaluating work These items may be provided by the teacher, the student, or both.

5. What is an Electronic Portfolio?  As defined by Helen Barrett (The guru of e-portfolios) an e-portfolio uses electronic technologies to allow teachers and students to collect and organize portfolio artifacts in many media types.

6. Why use an ePortfolio with Students?  Information is easily stored in a computer’s hard drive, CD, Jump drive or other storage device.  Creation of ePortfolios enhances computer and technology skills. Students gain experience with crucial thinking skills and can used technology to create, select, organize, edit, and evaluate their work  Students gain a sense of empowerment by displaying, sharing, and presenting their ePortfolio’s to teachers, parents, and the community.

7. Files to Include in an ePortfolio  Text File Displays student thinking  Image Conveys a message without words  Sound Shows oral communication skills (or represents a student interest or project)  Video Displays student presentations and performances

8. Basic Equipment for an ePortfolio Computer Scanner Digital Camera Multimedia Software programs

9. Examples of ePortfolios  Helen Barrett’s website: http://electronicportfolios.com/portfolios.html  Elementary and High School Video Examples: http://www.ideasconsulting.com  5 th and 7 th grade examples: http://essdack.org/port/examples.html  Jared Covili’s IDET portfolio: http://home.utah.edu/~jjc03270

10. Stages in ePortfolio Development (As defined by Helen Barrett)  Stage One:Define context and goals Stage One:  Stage Two:Collect artifacts and design Stage Two:  Stage Three:Select specific artifacts and reflect Stage Three:  Stage Four:Organize artifacts and finalize portfolio Stage Four:  Stage Five:Package portfolio and present to appropriate audience Stage Five:

11. ePortfolio Design (Using PowerPoint)  Title Slide Include student name, age, school year, and teacher  Table of Contents Slide Identify important components of the portfolio  Information Slides Incorporates student and teacher reflection for each artifact Include connections to curriculum standards and core objectives Directly correlates to the Table of Contents

12. Assessment of ePortfolios  A rubric is the best and most accurate tool to effectively evaluate a student portfolio Teachers can track student performance Students know from the beginning what is expected  Design a simple rubric using the tool from www.uen.org www.uen.org

13. Five Stages to Building an ePortfolio: Stage One  Define the Portfolio: Identify:  Purpose  Goals and standards  Resources  Technical skills  Audience  This aspect of Portfolio development is usually completed by the teacher.

14. Five Stages to Building an ePortfolio: Stage Two  Collect, Interject, Design, and Plan the Portfolio Select the software to use  Identify storage and presentation mediums Identify and collect artifacts  Can be completed by the teacher and/or the student

15. Five Stages to Building an ePortfolio: Stage Three  Reflection Select artifacts Write relfective statements (elaborate if necessary) Set future learning goals  Completed by the student

16. Five Stages to Building an ePortfolio: Stage Four  The Connected Portfolio Organize artifacts Create navigation links between artifacts and standards Final review and editing  Share with appropriate audiences for feedback  Completed by the student

17. Five Stages to Building an ePortfolio: Stage Five  The Presentation Portfolio Share portfolio with appropriate audience  Completed by the student Evaluate the portfolio with regards to its purpose  Completed by the teacher with student input and feedback

18. What is an Artifact? An artifact can be: Papers or projects of significance Evaluations from assignments or projects Recognitions and awards Writing samples (with reflection) Stories or journal entries Photos, drawings, home movies Any “electronic” evidence

19. Now that you’ve got the basics, lets get started!  Your task is to develop an ePortfolio using PowerPoint. As part of this portfolio, you must include: Title/Introductory slide  Outlines the purpose and goals of the portfolio as well as the core objectives being met Table of Contents slide  The connecting slide to all of the artifacts, reflections, and curriculum standards Information slides  Include artifacts, reflections, links, teacher evaluations, etc.

20. Electronic Portfolios for Students Ann Howden UEN Professional Development ahowden@media.utah.edu