Why use Portfolios?

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Electronic Portfolio Development

l Combining Portfolio Development andMultimedia Development into:

l 5 Stages of Electronic PortfolioDevelopment» Defining the Portfolio Context & Goals» The Working Portfolio

» The Reflective Portfolio

» The Connected Portfolio

» The Presentation Portfolio

Dr. Helen BarrettSchool of EducationUniversity of Alaska Anchorage 2

Assumption

As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.

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What is a Portfolio?

lA purposeful collectionof students' work thatillustrates efforts,progress, andachievement (NW Eval Assoc.)

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Why use Portfolios?

lprovides a richer pictureof student performancethan can be gained frommore traditional, objectiveforms of assessment

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Traditional portfolios

ltraditional standards-basedportfolios are 3-ringnotebooks, organized withdividers and sections fordocuments demonstratingeach standard (Campbell, et.al., 1997)

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What is a portfolio?

l a purposeful collection of student work thatdemonstrates effort, progress and achievement (basedon standards)

l provides a richer picture of student performance thancan be gained from more traditional, objective forms ofassessment

l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sections fordocuments demonstrating each standard (Campbell, et.al., 1997)

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What is an Electronic Portfolio?

l uses electronic technologies

l which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)

l using hypertext links to organize thematerial

l connecting evidence to appropriatestandards (in a standards-based portfolio)

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Electronic or Digital Portfolio?

l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form

l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)

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What is a teaching portfolio?

“A teaching portfolio is the structured,documentary history of a set of coachedor mentored acts of teaching,substantiated by samples of studentportfolios, and fully realized only throughreflective writing, deliberation, andconversation.” (Shulman, 1998)

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Professional Portfolios for TeachersWilcox & Tomei (1999) Christopher-Gordon Publishers, Inc.

…extends the possibilities forportfolios in education by goingbeyond assessment, learning,

and professional development tothe use of the portfolio asa living history of a

teaching-learning life. (p.5)

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Dr. Mary Diez’ Metaphors(Alverno College)

l Mirror

l Map

l Sonnet

Captures the reflective nature of theportfolio. Allows students to “see”themselves over time

Creating a plan and setting goals

Provides a framework, but thecontents can showcase creativityand diversity

The Portfolio as:

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The portfolio as

MirrorCaptures the reflective nature of the portfolio

Allows students to “see” themselves over time

Diez, Mary (1994) “The Portfolio: Sonnet, Mirror and Map” in Burke, Kay, ed. (1996) Professional Portfolios. Skylight Training & Publishing

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The portfolio as

MapCreating a plan and setting goals

Diez, Mary (1994) “The Portfolio: Sonnet, Mirror and Map” in Burke, Kay, ed. (1996) Professional Portfolios. Skylight Training & Publishing 14


The portfolio as

SonnetProvides a framework, but the contentscan showcase creativity and diversity

Diez, Mary (1994) “The Portfolio: Sonnet, Mirror and Map” in Burke, Kay, ed. (1996) Professional Portfolios. Skylight Training & Publishing

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Financial or Professional Portfolio?

l A financial portfolio documents theaccumulation of fiscal capital ormonetary assets

l A professional portfolio documentsthe development of human capital orintellectual assets

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“A portfolio is not merely a collection ofcourse projects, assignments, videotapes,and pictures designed to impresssomeone. If it is to meet its full potential,a portfolio must be organized, goal-driven,performance-based evidence thatindicates the attainment of the knowledge,skills, and attitudes needed to be ateacher.” (p.21)

Campbell, Melenyzer, Nettles, & Wyman (2000).Portfolio and Performance Assessment in Teacher Education.

Boston: Allyn & Bacon.

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“We have found that as students progressthrough a teacher education program thathas a portfolio assessment system, theyincreasingly understand the power andpotential of portfolios for giving direction toreflect on throughout their professionallives.” (p. x)



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Scrapbook or portfolio?

“...Tom Bird...asked us to think about thedistinction between the teachers’ filingcabinet and the teachers’ portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.”(Shulman, 1998)

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Is it a portfolio?

lOr is it anelectronicallystored collection ofstudent work?

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Types of Portfolios

l Working Portfolios-an intentional collection of work guided by learningobjectives

l Display, Showcase, or Best WorksPortfolios - demonstrate the highest level ofachievement - a celebration of learning

l Assessment Portfolios- to document student learning on specific curriculumoutcomes

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Purposes for PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

Formative(developmental)

Purposes

Summative(assessment)

Purposes

MarketingPurposes

1. ProfessionalDevelopmentPlanning

4. UniversityAdmission

8. Job Application

2. RecordingContinuingProfessionalDevelopment

5. Meeting CourseRequirements

9. "Cold Calling"

3. Celebration ofAchievements

6. PerformanceReview &Promotion

10. OrganizationalCapability

7. ProfessionalCertification &Registration 22

Portfolio Purposes (p.9)

LearningPortfolio

Promotes teacherreflection and

ownership over thelearning process.

AssessmentPortfolio

Presentseducational

organizations withinformation about a

teacher'seffectiveness.

EmploymentPortfolio

Providesprospective

employers withinformation about ateacher's suitability

for a position.

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.

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Portfolio Authors and Audiences(p.10)

LearningPortfolios

AssessmentPortfolios

EmploymentPortfolios

Author Teacher Teacher/EducationalOrganization

Teacher/ProspectiveEmployer

Audience Teacher/Colleagues,Parents, &Students

EducationalOrganization/Public

ProspectiveEmployers


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Portfolio Structures & Contents(p.11)

LearningPortfolios



Structure Open-ended,teacher determined

Highly structured,standardized

Semi-structured

Content Wide variety ofteacher-selectedwork related to self-selected goals

Clearly specifiedset of teacherwork as well asstandardizedassessments andinformation fromothers.

Documents suchas resumes andrecommendationsalong withselected teacherwork


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Portfolio Process (p.11)

LearningPortfolios



Process Teachers chooseown goals and buildportfolios that reflectthese goals.Teachers self-assess withassistance of peersand mentors

Teachers followguidelines forbuilding aportfolioaccording toinstructions fromorganizationsconducting theassessments.

Teacherscustomize theirportfolios tomatch the jobrequirements,and prospectiveemployersassess teacher'squalificationsbased on schoolor district needsand criteria

Wolf, Kenneth (1999) Leading the Professional Portfolio Process for Change. Skylight Training & Publishing, Inc.26

Portfolio Trade-Offs (p.12)

LearningPortfolios



Strengths Teacher chosen andflexible; a non-threatening forum foranalyzing ownpractice

Valid and reliableassessment andcomprehensiveview of ateacher'sperformance andpotential

Advertises ateacher's talentsand providesinformation toemployers abouta teacher'sperspectives andpractices

Limitations Can be idiosyncraticand unconnected toprofessionalstandards or schoolgoals

Reduces teacherownership andcan be time-consuming toevaluate

Provides a viewof teacherstrengths ratherthan weaknessesand canemphasizepresentation oversubstance


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Why use technology?Sheingold’s Reasons (1992)

l To make work in many mediaaccessible, portable, examinable, widelydistributable

l To make performance replayable andreviewable; it is important to see morethan once

l To address ownership issues of student-created work

l To address storage issues28

Why use technology?(Barrett’s assumptions)

l Today, many documents are initially createdwith a computer, anyway.

l Hypertext links allow clear connectionsbetween standards and portfolio artifacts

l Creating an EP can develop teachers’ skills inusing multimedia technology

l Modeling: A teacher with an EP will be morelikely to have students with EPs.

l It’s fun & easier to manage the process!(especially storage, presentation, and duplication)

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Benefits of Developing Multimedia PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

Benefits from the educator’s point of viewl ability to present a wide variety of forms of evidence, linked

for easy accessl evidence addresses a range of audience intelligences

l evidence can be shown to be authenticl increases skills and knowledge of multimedia production and

its usel enhances the image of the teacher as an innovator, and as

being confident with technology

l the teacher can be more “employable”l students and teachers work together on meaningful activity

p. 25 30

Benefits of Developing Multimedia PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

Benefits from the organization’s point of viewl increases confidence of teachers in implementing technology

l students see a positive role model when teachers work withtechnology in this way

l enhances the “learning organization”: students and teachers

learn together when all create portfolios

l increases knowledge of the “ intellectual capital”

l the product can be used in marketing the capabilities of the

organization (p. 25)

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Benefits of Professional Portfolios

l Documentation of Growth & Achievementl Self-assessment of Professional Goals

l Staff Developmentl Employment Interviewsl Advancement

l Performance Reviewsl Lifelong Learning Tool

l Source of Affirmation & Pridel Sharing with Students

Rolheiser, Bower, & Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making

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Electronic Portfolio Development isbased on two bodies of literature:

Portfolio DevelopmentLiterature

l Collectionl Selectionl Reflectionl Projection

(or Direction)(Danielson & Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.

Multimedia DevelopmentLiterature

l Assess/Decidel Designl Developl Implementl Evaluate

Ivers, K., & Barron, A. E. (1998) MultimediaProjects in Education . Englewood, CO: LibrariesUnlimited, Inc.

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Collection

l The primary activity of a working portfolio.

l Don’t save everything!

l Purpose and audience and future use ofartifacts will determine content.

Danielson & Abrutyn (1997). An Introduction to Using Portfolios in the Classroom. ASCD

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Selection

l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.

l Criteria should reflect the learningobjectives of the curriculum. (Danielson & Abrutyn [ASCD], 1997, p. 13)

l This is where many electronic portfolios end!

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Reflection

l Students articulate their thinking abouteach piece in their portfolio.

l Through this process of reflection,students become increasingly aware ofthemselves as learners.

l Use reflective prompts.l Include reflections on every piece plus

overall reflection on entire portfolio. (Danielson & Abrutyn [ASCD], 1997, pp.15-16)

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Reflection

l “The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.”(Danielson & Abrutyn [ASCD], 1997, p. 26)

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Projection

l Looking ahead and setting goals forthe future.

l Students see patterns in their work.

l These observations can helpidentify goals for future learning.

(Danielson & Abrutyn [ASCD], 1997, p. 18)

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The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)

l PROJECT purposesl COLLECT and

organize artifactsl SELECT key artifactsl INTERJECT

personalityl REFLECT

metacognitively

l INSPECT to self-assessl PERFECT and evaluate

l CONNECT andconference

l INJECT/EJECT toupdate

l RESPECTaccomplishments

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lPROJECT purposes- the “big picture”goals for the portfolio

Projecting is focusing.

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lCOLLECT and organize theartifacts

Collection is abundance.

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lSELECT key artifacts- contents of the portfolio- prioritize

Selection is abandonment.

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lINTERJECT personality- cover, design, layouts- personal touch

Interjection is style and flair.

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lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included

Reflection is a mirror into the self. 44

Reflection and Learning

"We do not learn fromexperience.

We learn from reflecting onexperience.”

-John Dewey

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…from Kay Burke (1997)Designing Professional Portfolios for Change

"Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."

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lINSPECT to Self-Assess- meet long-term & short-term goals- evidence of strengths & weaknesses

Inspection ensures one is oncourse.

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lPERFECT and Evaluate- fine-tuning the content- getting ready for grading

Perfecting is to make a polishedfinal draft or a finished product.

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lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogue

Connecting is conversing.

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lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio fresh

Injecting/ejecting is the cycle of theportfolio.

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lRESPECT Accomplishments- formal exhibition before anaudience

Respecting is celebration.

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l Three Options for Portfolio Development

lEssential Portfolio• Collect, Select, Reflect

lExpanded Portfolio• Project, Collect, Select, Reflect, Perfect, Connect

lElaborated Portfolio• Project, Collect, Select, Interject, Reflect, Inspect,

Perfect, Connect, Inject/Eject, Respect52

Portfolio Organizer(decision-making points, not a step-by-step process)

l Purpose, Type, Audience, Time Framel Categories for Entriesl Criteria for Entries

l Work Samplesl Reflections

l Storing and Organizing Portfoliosl Sharing the Learning: Conferences & Responsesl Goal Setting

l Self-Evaluationl Getting Started

Rolheiser, Bower, & Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making

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Multimedia Development

InstructionalDesign Stages

l Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or Publish

MultimediaAuthoring Skills

l Use Authoring Toolto structure navigation

l Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W or

Post to WWW54

Combining Portfolio Development& Multimedia Development

PortfolioDevelopment

lPurpose &

Audience

lCollectlInterject

lSelectlReflect, Direct

lPerfect, InspectlConnect

lRespect (Celebrate)

MultimediaDevelopment

lDecide, Assess

lDesign, Plan

lDevelop

lImplementlEvaluate

lPresentlPublish

Electronic PortfolioDevelopment

Defining the PortfolioContext & Goals

The Working Portfolio

The Reflective Portfolio

The Connected Portfolio

The Presentation Portfolio

© 1999, Helen C. Barrett, Ph.D.

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The Phases in Portfolio Development(Burgess & Holmes 2000)

Enabler. Has developed sufficient confidence to assist othersthrough the portfolio process.

Evaluation /reflections

Professional pride as portfolio takes shape and becomes a finishedproduct. A sense of accomplishment.

Presentation

Heightened awareness of how much has been accomplished asassembled artifacts are reviewed.

Awareness

Thoughtful reflection and analysis about the work they do.Connections

Uncertainty about what to document, how to document, when todocument.

Uncertainty

Anxiety about the unknowns. Anxious about process, product andoutcomes.

Anxiety

DescriptionPhase

Burgess, G. W. & Holmes, B. D. 2000. Producing a professional portfolio.Guidebook for success. Conway, Arkansas: River Road Press. 56

Stage 1Defining the Portfolio Context & Goals

l Portfolio DevelopmentPurpose, Audience

l Multimedia DevelopmentDecide, Assess

• Identify the purpose of the portfolio.

• Identify the learner outcome goals or standards

• Identify the resources available

• Identify the hardware and software

• Identify time, staff development, etc.

• Assess the technology skills of students/teachers

• Identify the audience for the portfolio

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Stage 1Appropriate Technology Tools & Strategies

• Use whatever software tools are currently being used to collectartifacts, storing them on a hard drive, a server, or videotape.Set up electronic folders for each standard to organize the artifacts(any type of electronic document). [Level 1] AND

• Use a word processor, database, hypermedia software or slideshow to articulate the standards to be demonstrated in the portfolioand to organize the artifacts. [Level 2] OR

• Use an HTML editor to articulate the standards to bedemonstrated in the portfolio and to organize the artifacts. [Level 4]

OR

• Use a multimedia authoring program to organize by thestandards to be demonstrated in the portfolio. [Level 5]

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Elements of Portfolio Planning

lPurpose

lAudience

lProcess (not Product)

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PortfoliosClarifying, Constructing and Enhancing (Johnson & Rose, 1997)

l “When we only focus on portfolios as aproduct, we’ve missed their potential power,which comes from the process of creatingthem. It is the decision-making processconcerning which entries are placed in thecollection and why each was selected thatactually builds the power of the portfolio bypersonalizing education for the student (DeFina,

1992; Glazer & Brown, 1993; Herman et al., 1992) (p.8)60


l Benefits for all participants:» Students accept responsibility for their own

learning

» Shift the role of the teachers» Merge assessment and instruction into the

same tasks

» Hold schools accountable for complex learning» Create dynamic school climates (p.11)

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l Process of creating contents of portfolios ispart of curriculum, instruction andassessment

l A portfolio approach to assessment capturesthe best each student has to offer,encourages the use of many ways toevaluate learning, and has an integrity andvalidity that no other type of assessmentoffers. (Valencia, 1990; Wiggins, 1993) (p.17-18)

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A few words about the primaryaudience for the portfolio

l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.

l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student & faculty)uses the portfolio to validate that growth,then students become empowered.

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Confusion of purpose(Breault, AERA, 2000)

l Research on metacognition in preserviceportfolio development has shown thatfaculty and students see different purposesfor portfolios:

l Students see portfolios as marketing toolsl Faculty see portfolios as assessment and

formative evaluation toolsl The confusion of purpose can create

dissonnance.64

“High Stakes Portfolios”

l The move to “high stakesperformance” portfolios mayundermine the transformative natureof reflective portfolios.

l Be aware of the conflicting purposesand values when developingportfolios

(AERA, 2000)

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Why use Standards inPortfolios?

“Standards come alive whenthey are assessed throughperformance-based meanssuch as portfolios.”

National Evaluation Systems (1997) Linking Standards andAssessment. (p.30)

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Organizing framework

lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman ideal framework for thinkingabout organizing an electronicportfolio.

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“Some teacher educators believe thatstudents should impose their ownorganizational schemes on their portfoliodocumentation. Certainly when aportfolio is being designed solely as amarketing tool, this might be desirable.It would allow for the greatest flexibilityand enhance opportunities forindividuality and creativity.” (p. 21)



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“However, when portfolios are being used by ateacher education program to focus the effortsof both faculty and students on achievingstandards for professional performance, itmakes more sense to organize at least mostof the portfolio around the chosen standards.The easiest way for your students to do this isto divide the portfolio into labeled sections,one for each of the standards.” (p.21)



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Electronic Portfolio Planning WorksheetStage 1

You will know you are ready for the next stagewhen:

l You have identified the purpose and primaryaudience for your portfolio.

l You have identified the standards or goals thatyou will be using to organize your portfolio.

l You have selected the development software youwill be using and have completed the first stageusing that tool.

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What is the best electronicportfolio program???

IT DEPENDS . . .l on the assessment contextl and a variety of other factors, human

and technological, that exist in aclassroom, school or district.

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Two Directions in ElectronicPortfolio Development

Generic toolsapproach

l Using off-the-shelfsoftware

Customizedsystems approach

l Designing anetworked system

l Buying a proprietarysoftware package

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Generic tools approach

l Portfolios with reflections and artifacts thatmore closely emulate the traditional 3-ringbinder

l Structure imposed by developer and/orsoftware -- flexibility and creativity

l Low cost for infrastructurel Higher cost for trainingl Student can continue developing portfolio

once out of the system

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Customized systems approach

l Record-keeping system that can beused to collect reflections and artifacts

l Highly structured using online database-- limited flexibility and creativity

l High cost for infrastructurel May be a lower cost for training,

depending on system designl What happens to portfolio when

students leave the system?74

Two Directions in ElectronicPortfolio Development

Generic toolsapproach

l Advantages» Cost» Use what is widely

available» Easy to get started» Easy to maintain

l Disadvantages» Ability to aggregate data» May be difficult to share

online with security

Customized systemsapproach

l Advantages» Ability to aggregate data

» Accessibility» Security

l Disadvantages» Cost

» Infrastructure requirements

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Generic Construction Tools(off-the-shelf software)

• Relational Data Bases, - FileMaker Pro 4.0 or Microsoft Access

• Hypermedia "card" formats, such as HyperStudio, HyperCard,Digital Chisel, or SuperLink + commercial templates available.

• Multimedia authoring software , such as MacromediaAuthorware, Macromedia Director

• Network-compatible hypermedia:•HTML/WWW Pages•Adobe Acrobat (PDF)

• Office “Suite” -- Multimedia slide shows, such as MicrosoftPowerPoint, AppleWorks, and Microsoft Word

See article in Learning & Leading with Technology, April, 2000 76

Stage 2The Working Portfolio

l Portfolio DevelopmentCollect, Interject

l Multimedia DevelopmentDesign, Plan

• Identify the content of portfolio items and the type ofevidence to be collected

• Select the most appropriate software development toolsbased on the portfolio context and the resources available.

• Identify the storage and presentation/publishing mediummost appropriate for the situation

• Gather the multimedia materials that represent learningachievement. Interject personality into the portfolio design.

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l Select software to organize selected artifacts:

• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to list and organize the artifacts thatwill be placed in the Working Portfolio. [Level 2]

OR

• Use an HTML editor (or any tool that is normally used)to develop and organize the artifacts for the WorkingPortfolio. [Level 4]

OR

• Use a multimedia authoring program to organize theselected artifacts. [Level 5]

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l Convert student work into digital format

• Use appropriate multimedia to add style &individuality to portfolio.

• Use a scanner (or camera) to digitize images[Level 2]

• Use a microphone and sound digitizing programto digitize audio artifacts [Level 4]

• Use a video camera/VCR, digitizing hardware andsoftware to digitize video artifacts [Level 5]

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Types of Evidence in a Portfolio

l Artifactsdocuments produced during normal academic work

l Reproductionsdocuments of student work outside the classroom

l Attestationsdocumentation generated about student’ s academic progress

l Productionsdocuments prepared just for the portfolios» Goal statements» Reflections» Captions Barton, James & Angelo Collins (1997) Portfolio Assessment:

A Handbook for Educators. Dale Seymour Publications, pp. 4-580

Productions

l Goal StatementsStudent’s personal interpretations of eachspecific purpose for the portfolios

l Reflective StatementsStudents write as they review and organizethe evidence in their portfolios

l CaptionsStatement attached to each piece of portfolioevidence, articulating what it is, why it isevidence, and of what it is evidence.

Barton, James & Angelo Collins (1997) Portfolio Assessment:A Handbook for Educators. Dale Seymour Publications, pp. 5-6

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l You have a collection of digital portfolio artifacts thatrepresent your efforts and achievement throughout thecourse of your learning experiences.

l You have used the graphics and layout capability of thechosen software to interject your personality into theportfolio artifacts.

l It is time to turn this collection into a portfolio.82

Stage 3The Reflective Portfolio

l Portfolio DevelopmentSelect, Reflect, Direct

l Multimedia DevelopmentDevelop

• Write general reflective statements on achieving eachstandard.

• Select artifacts that represent achievement of thestandards or goals.

• Write reflective statements for each artifact, elaboratingon why it was selected and its meaning and value in theportfolio.

• From the reflections and feedback, set learning goals forthe future.

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A portfolio without reflections:

lis just a multimedia presentation

lor a fancy electronic resume

lor a digital scrapbook

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• Use Word Processing, Slide Shows, Hypermedia, orDatabase programs to record the reflections and futuregoals that will become the Reflective Portfolio. [Level 2]

OR

• Use an HTML editor (or any tool that is normally used) torecord the reflections and future goals that will become theReflective Portfolio. [Level 4]

OR

• Use a multimedia authoring program to record thereflections and future goals that will become the ReflectivePortfolio. [Level 5]

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We also like the three questionssuggested by Van Wagenenand Hibbard (1998)”

1. “What?”2. “So what?”3. “Now what?” (p.22)



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“To use these questions, thestudent would first

summarize the artifact thatdocuments the experience, inorder to answer the question

“What?”(p.22)



87

Second, the student wouldreflect on what he or she

learned and how this leadsto meeting the standard,

which answers thequestion “So what?” (p.22)



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“And third, the studentwould address implicationsfor future learning neededand set forth refinementsor adaptations, in order toanswer “Now what?” (p.22)



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Setting goals for future learning

This is the stage that turns

portfolio development

into powerful

professional development90

Outcomes of PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

“Many people discover that one of the most important andlong-lasting outcomes of producing a portfolio is theself-esteem that comes from recording and reflecting onachievements and career success.

“Experienced teachers and administrators are finding thatthe benefits of developing a portfolio include theopportunity for professional renewal through mappingnew goals and planning for future growth.” (pp. 9-10)

91



l You have selected the artifacts that are going into

your formal or presentation portfolio.

l You have written the reflective statements and

identified learning goals for the future.

92

Stage 4The Connected Portfolio

l Portfolio DevelopmentPerfect, Inspect,Connect

l Multimedia DevelopmentImplement, Evaluate

• Organize the digital artifacts using hypertext links.

• Identify patterns through the "linking" process.

• Final review and editing of the portfolio & goals.

• Share the portfolios with an appropriate audience.

• Use the portfolio to make instruction/learning or professionaldevelopment decisions.

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• Convert word processing, database or slide showdocuments into either PDF [Level 3]or HTML [Level 4] AND

• Create hypertext links between goals, student worksamples, rubrics, and assessment.Insert multimedia artifacts [Level 3 & 4 ]

OR

• Create a hypermedia presentation using a multimedia authoringprogram, creating links between goals, student work samples,rubrics, and assessment. [Level 5]

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Linking = Learning

l The transformation from “artifacts” to“evidence” is not always clear.

l Linking reflections to artifacts makes thisthinking process more explicit.

l The ability to create links from multipleperspectives (and multiple goals)overcomes the linearity of two-dimensional paper portfolios.

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Benefits of Digital PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

“Hypertext allows for deeperunderstanding and explanation throughlinks that go from summary statementsto complete documents, related items,and reflections. In addition to displayingartifacts efficiently, links can allow thecollection of material in a PersonalArchive to become broader and morethoughtful.” (pp. 23-24)

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Benefits of Digital PortfoliosHartnell-Young & Morriss (1999) Digital Professional Portfolios for Change . Skylight

“Developing a multimedia portfoliocan be challenging, requiringteachers to model learning, developtechnology skills along with theirstudents, and share the results witha wider audience. (p. 24)

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l Your documents are converted into a format that allowshypertext links and you can navigate around yourdocument using those hypertext links.

l You have inserted the appropriate multimedia artifactsinto the document.

l You are ready to share your portfolio with someone elseand/or you are ready to publish your portfolio.

98

Stage 5 The Presentation Portfolio

l Portfolio Development Respect (Celebrate)

l Multimedia DevelopmentPresent, Publish

• Record the portfolio to an appropriatepresentation and storage medium.

• Present the portfolio before an audience (realor virtual).

• Evaluate the portfolio's effectiveness in lightof its purpose and the assessment context.

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l Post the portfolio to WWW server

OR

l Write the portfolio to CD-ROM

OR

l Record the portfolio to videotape100

Know Your Audience

lWhat are the issues in postingportfolios to the Internet?»Publishing a reflective portfolio on

the WWW may inhibit the qualityof the reflection

»Intellectual property rights

»Security and access

101

A year-long Electronic Portfoliodevelopment timeline

StageSep Oct Nov Dec Jan Feb Mar Apr May

I XX (x)

II XX XX XX XX XX XX XX XX

III (x) (x) (x) XX (x) (x) (x) (x) XX

IV X (x) XX

V (x) XX

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Wright State University

l Graduate students create their electronicportfolios with whatever tools they have

l Must demonstrate four specific outcome typesfrom their program standards

l Students write a two-page synopsis of theirportfolios, which the program keeps (+resumé)

l Former students used to create a videotape“tour” to document their “paper-based”portfolios, which the program kept (NECC, 1999)

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A few final words

104

Become a “digital pack rat”

l Set up an electronic filing systeml Use “high density storage” devices

- Zip disks, Jaz disks- CD-R, DVD-RAM

l Don’t leave the “collection/selection”until the last minute

l Plan for an electronic portfolio from thebeginning of the program

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Identify standards

l Use for portfolio organizationl Set up “folders” to store artifact for each

standardl Suggested Standards:

NCATE/ISTE (Technology)INTASC (Pre-service)NBPTS (National certification)State or Local Teaching Standards

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Select artifacts

l Select the artifacts that demonstrateachievement of each standard

l Possible types of artifacts to include:• significant papers, projects;• evaluations from all practicum/field experiences;• professional correspondence, letters of reference;• letters of recognition, awards, certificates, etc.;• samples of effective and reflective writing;• stories, journal entries, articles, manuals ;• photographs, drawings, sketches;• lesson plans/curriculum that you have created;• audio, video, or other electronic evidence;

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Write reflective statements

l For each artifact(in a Learning/Working Portfolio)

l For each standard(in an Assessment Portfolio)

l Could set up a standard form to be completed» Using a database program

» Using a PDF form with “fields”

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Create an outline or storyboard

l Use word processor with outlining(such as Microsoft Word)

ORl Use slide show with outlining

(such as PowerPoint)OR

l Use mapping software(such as Inspiration)

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Create Table of Contents

l Divide into sections:» Introduction

– Acknowledgement

– Table of Contents

» The Standards and Reflections» The artifacts

l Create a different Table of Contents for» an Assessment Portfolio» an Employment Portfolio

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Create a portfolio matrix

l Single page overview/cross referenceif individual artifacts documentachievement of more than one standard

l Use spreadsheet or table in wordprocessor

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Convert Artifacts to PDF

l Create PDF files from word processingor slide show files (or any application)

l Use PDF Writerl OR convert Postscript files with

Acrobat Distiller(print to file)

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Edit PDF Files in Exchange

l Edit Pages inExchange» Insert pages

» Extract pages» Replace pages

» Delete pages» Move pages

» Crop pages» Rotate pages

l Page Actions» Use forms» Add web links

» Add multimediaobjects

– Sound

– QuickTime movies

» Notes

» Navigation tools

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Create Multimedia Files

l Digitize and edit sound clips- use sound editing software:Sound CompanionKaboom!

l Digitize and edit video clips- use video editing software:Movie Player Pro, Avid Cinema,Adobe Premiere, Apple’s new Final Cut

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Navigation

l Organize portfolio with hypertext linksbetween

– Standards

– Artifacts–reflections

l Create bookmarks & thumbnailsl Add movie linksl Insert sound clipsl Add “buttons” with Forms tool

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Publish Portfolio

l Record to appropriate medium

Floppy disk (no multimedia)CD-RecordableWWW serverVideo tapeDVD (coming soon)

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Technology Skills for developingElectronic Portfolios in Acrobat

1. Converting files from any application to PDF using PDFWriter orAcrobat Distiller

2. Scanning/capturing and editing graphic images

3. Digitizing and editing sound files

4. Digitizing and editing video files (VCR -> computer)

5. Organizing portfolio artifacts with Acrobat Exchange, creatinglinks & buttons

6. Organizing multimedia files and pre-mastering CD-ROM usingJaz disks

7. Writing CD-Recordable disc using appropriate CD masteringsoftware

8. Recording computer images with narration to video tape(computer -> VCR)

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Don’t double your learning!

lWhen learning new tools,use familiar tasks;

lWhen learning new tasks,use familiar tools.

Barrett, 1991

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Remember the portfolio is aunique document...

...illustrating your achievements as an educator. It should:• identify and reflect positively on relevant learning achievements

• critically analyze experiences and articulate the learning achieved

• demonstrate increased awareness of own potential and aspirations

• demonstrate improved self-confidence to develop own learning

• identify academic and professional development

• demonstrate skills, knowledge and understanding gain from coursework

• demonstrate skills, knowledge and understanding gain from the practicum

• demonstrate skills, knowledge and understanding gain from relatedprofessional work experiences

• critically reflect your thoughts and self assessment• - from UAA Adult Education Portfolio Handbook, 1998

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Above all else:May your

electronic portfoliosbecome dynamic

celebrations of learningacross the lifespan!

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Helen C. Barrett, Ph.D.

l Web Site on Electronic Portfolioshttp://transition.alaska.edu/www/portfolios.htmlhttp://electronicportfolios.comhttp://helenbarrett.com

l Listserv:http://groups.yahoo.com/efolios

l E-Mail: [email protected]

Why use Portfolios?

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