CORE Education Breakfast Seminar in Wellington, March 11, 2011. Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards? This CORE breakfast session will : - Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback - Examine professional eportfolios for teachers as they inquire into the impact of their teaching - Discuss the potential benefits of eportfolios - Outline the process of what eportfolios look like when supporting learning - Look at different tools for eportfolios and how you might go about choosing the best for your school - Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.

1. A framework for developing
ePortfolios
Nick Rate nick.rate@core-ed.org http://nickrate.com

2. Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view eportfolios
• best practice visits
• network with practitioners

4. parents and caregivers as
...working with
key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.
http://flickr.com/photos/todbaker The New Zealand Curriculum

5. learn as they engage in
Students
shared activities and
conversations with other people...
http://flickr.com/photos/torres21/ The New Zealand Curriculum

6. ...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.
http://flickr.com/photos/torres21/ The New Zealand Curriculum

7. Schools should explore not only how
ICT can supplement traditional ways of
teaching but also how it can open up new
and different ways of learning.
http://www.flickr.com/photos/bz3rk/ The New Zealand Curriculum

8. !"#$%&"'()*+'#*
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Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd http://assessment.tki.org.nz/

9. ...young people should be educated in ways
that support them to assume control of
their own learningand that they can
only do this if they develop the
capability to assess their own learning.
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

10. ...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of
where they are going, how they are going, and
where they might go next.
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

11. Parents and the wider school community will
also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...
http://flickr.com/photos/torres21/ Directions for Assessment in New Zealand

12. http://www.cognitioninstitute.org

13. Effective reporting systems will be ones where
student voice’ is an integral
‘
part of the reporting process.
Student Led Conferences: How effective are they...?

14. http://www.nzei.org.nz/

15. ...a mechanism for both collecting evidence of
thinking and action and as a means
of stimulating and supporting further
professional development
through group discussion and
critique.
http://flickr.com/photos/torres21/ Digital Portfolios for Teachers

16. http://www.teacherscouncil.govt.nz/

17. Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional
leaders...
Registered Teacher Criteria

18. http://www.educationcounts.govt.nz

19. Teachers also need to develop the self-
regulatory skills that will enable
them to monitor and reflect on the
effectiveness of changes they make
to their practice.
Teacher Professional Learning and Development

20. evidence from research and from
...
their own past practice and that of
colleagues to plan teaching and
learning opportunities...
The New Zealand Curriculum

21. http://myportfolio.school.nz/moderation/

22. ...a fully electronic resource for teachers to use
whilemoderating the judgment of a
student's work with a person, group
or cluster of people.
http://myportfolio.school.nz/moderation/

24. mobile devices in the
...we can best use
Workspace portfolio, to capture
learning and reflect
contemporaneously (in the middle of the
learning process)...
http://www.flickr.com/photos/ari/ Helen Barrett, 2011

25. http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/

26. If you don’t have an online
presence, you won’t appear to be
relevant and you will be passed over for
more savvy applicants that have
visibility.
http://blogs.forbes.com/danschawbel/2011/02/21/5-reasons-why-your-online-presence-will-replace-your-resume-in-10-years/

27. Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
beliefs
• benefits

28. “An e-portfolio is an electronic format
for learners to record their work,
their achievements and their
goals, to reflect on their
learning, and to share and be
supported in this.”
Banks, 2004

29. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the perspective from
which a particular person is approaching
the concept...”
http://www.flickr.com/photos/darthdowney/ JISC ePortfolio Infokit

30. http://www.ian.fox.co.nz/

31. http://edtalks.org/video/eportfolios-just-good-old-fashioned-sharing

32. The
Accountability
ePortfolio
The The
Process Showcase
ePortfolio ePortfolio
www.flickr.com/photos/96dpi

33. Process ePortfolio: Supports students towards achieving
their learning goals.
www.flickr.com/photos/viernest
http://flickr.com/photos/torres21/

34. Showcase ePortfolio: Celebrates learning outcomes &
shows the highest level of achievement.
http://www.flickr.com/photos/an_untrained_eye

35. Accountability ePortfolio: Documents learning for
achievement of specific outcomes or standards.
http://www.flickr.com/photos/cristic/

36. Process Showcase
se
w ca
sho
Accountability
http://www.flickr.com/photos/gifrancis

38. The benefits...
The power of ‘student voice’
should
not be underestimated. To hear students
reflecting on their own work, in their
own voice, with their own intonations and
expressions, conveys meaning in a manner that
is simply not possible in written form.
http://flickr.com/photos/torres21/ Ian Fox 2008

39. ...thesocial networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006

40. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
http://flickr.com/photos/torres21/ Sadler, 1998

41. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007

42. carry their
“...students can literally
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007

43. http://edtalks.org/video/eportfolios

44. Step 3: Consult
Seek input from all stakeholders:
• students
• teachers
• school leadership
• curriculum leaders, HODs
• parents
• BoT
• providers

45. Shaping your ePortfolio beliefs
Students
Staff Parents
ePortfolios
School
BOT Management/
Leadership
Expertise

46. Step 4: Framework
• an ongoing process for eportfolio
construction
• reinforces purpose and beliefs
• aligned to a pedagogical approach
• relationship to formal processes e.g.
reports, achievement, appraisal,
registration...

47. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007

48. Processes
Collect Project purpose
Select
Collect & organise
Reflect
Project Select learning
Interject personality
Reflect metacognitively
Inspect to self-assess
Perfect & evaluate
Connect & conference
Inject/Eject personality
Respect accomplishments
http://flickr.com/photos/torres21/ Burke, Fogarty & Belgrade (1994)

49. ePortfolio Learning Cycle
Exemplars,
creating LI, SC, Students working towards Celebrating success
matrices/rubrics new goals in their learning and achievement
1st draft “finished”
teachers example
of writing
peers Learning Learning
Feed back, story Feed back,
artifact artifact video
feed forward & board feed forward & embedded in
embedded in
self reflection/self reflection/self
portfolio portfolio
assessment assessment
brainstorm 2nd draft
family

50. Exemplars,
creating LI, SC, Students working towards
matrices/rubrics new goals in their learning
Learning
Feed back,
artifact
feed forward &
embedded in
reflection/self
portfolio
assessment

51. ePortfolio Professional Learning Framework
BES Teacher Professional Learning and Development

52. ePortfolio
ePortfolio
ePortfolio
ePortfolio
ePortfolio

53. ePortfolio Professional Learning Network
Expertise
Moderation Networking Mentoring
Sharing

54. Step 5: Criteria
• clarifying the capability required in the
eportfolio tool

55. What capability do you need to make this happen?
Expertise
Moderation Networking Mentoring
Sharing

56. MOE: Digital Portfolios - Guidelines for Beginners

57. Jamin Lietz: http://lietze.org/?p=130

58. http://nickrate.com/2008/05/26/eportfolio-criteria/

59. Step 6: Tool

61. The dimensions...
The Dedicated
The Managed
The Blogged
The Mashed
The Saved
The Integrated
http://nickrate.com/2010/12/13/dimensions-and-dashboards/

62. Step 7: Educate
Students, teachers, parents, mentors,
coaches:
• pedagogy
• giving effective feedback
• setting goals
• reflecting and self-assessing
• technical how to’s

63. Step 8: Implement
• get your eportfolios up and running and
integrated into teaching and learning

64. Step 9: Update
• digital literacy, internet use policies and
user agreements
• reporting and assessment guidelines and
procedures
• appraisal and teacher registration process

65. Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next steps?

66. The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose, vision, beliefs, audience
Consult with your students, teachers, leadership teams and parents
Framework a process linking the pedagogy/andragogy to the eportfolio
Criteria list the functionality required for your eportfolio tool
Tool trial, observe, question, rate and select the best tool or tools
Educate training in use of new technologies, giving feedback and change
Implement roll out the system to intended group of students and/or teachers
Update assessment & digital literacy policies, guidelines & agreements, appraisal
Review identify progress, key lessons and next steps

67. Should an eportfolio include all aspects of a
student’s life and learning?
www.flickr.com/photos/pasq

68. What happens when a student leaves school?
Transfers? Moves to a new class?
www.flickr.com/photos/bigtallguy

69. Who owns the eportfolio?
www.flickr.com/photos/sveinhal

70. Are your eportfolios open to the world?
www.flickr.com/photos/willfuller

71. Are your parents and teachers ready? Is the
principal?
http://flickr.com/photos/torres21/

72. Do your current policies cater for eportfolios
and use of Web 2.0 tools?

73. Will your eportfolios play a role in reporting
achievement against the National Standards?

74. Is one eportfolio system enough or should you
use a mash-up of tools?
www.flickr.com/photos/diathesis

75. Is it important for eportfolios in your school to
have a consistent look and feel?
http://www.flickr.com/photos/cobalt/

76. Should your school expect the teachers to
have a reflective eportfolio just as the students
do?
www.flickr.com/photos/raigverd/

77. Should students and teachers use the same
tool for their eportfolios?
http://flickr.com/photos/torres21/

78. Where to next?
Join the discussions on the MLE Reference Group:
http://groups.google.com/group/mle-reference-group/
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Ian Fox: http://www.foxedu.co.nz
Helen Barrett: http://electronicportfolios.org/
Follow Jamin Lietze’s Journey: http://lietze.org/
Other people to know:
http://eportfoliosnz.wikispaces.com/ePortfolio+Network
Twitter: #eportfolios