Portfolio Assessment and Design

1. PortfolioAssessment and Design • C. Candace Chou • University of St. Thomas

2. Definition • A goal-driven, organized collection of artifacts that demonstrates a person’s expansion of knowledge and skills over time. (Kilbane & Milman, 2003)

3. An organized, goal-driven documentation of professional growth and achieved competence in teaching • A collection of documents, tangible evidence of the wide range of knowledge, dispositions, and skills that you possess as a growing professional. • Documents are self-selected, reflecting your individuality and autonomy.

4. Types of Portfolio • Professional Portfolio: purposeful compilations of and reflections on a professional’s work, effort, and progress in their field. • Working Portfolio: complete compilations of a person’s work over a period of time. • Presentation Portfolio: “showcase portfolio”, streamline and selective, represent a subset of materials found in a working portfolio

5. Teaching Portfolio • A special type of presentation portfolio that demonstrates the professional competence of anyone who engages in the act of teaching at any academic level. • Artifacts may include curricular units, syllabi, communication with students, writing samples, photographs, and videos. • The National Board for Professional Teaching Standards (NBPTS) and the Interstate New Teachers Assessment Support Consortium (INTASC) promote teaching portfolio.

6. Digital Teaching Portfolio • a.k.a. electronic portfolios, multimedia portfolios, e-folios, webfolios • Present much of the Teaching Portfolio content in digital format • Use a combination of multimedia technologies, e.g., audio, video, graphics, and text.

7. Working Portfolio Examples • Descriptive: Foster reflection and self-assessment, focus on describing all the steps to learning, e.g., detailed journal or work log. • Learning: Foster reflection and self-assessment, emphasize an individual’s work and learning in progress, e.g., graphic organizers, working drafts, outlines,professional development goals.

8. Presentation Portfolio Examples • Assessment: Mastery of specific objectives and skills, e.g., tests, competencies • Class: illustrate group effort, progress, and accomplishments, e.g., student work • Employment: Resume, transcripts, letter of recommendation • Teaching: teacher and student work samples

9. Advantages of Digital Portfolio • Accessibility • Portability • Creativity • Technology • Self-Confidence • Community

10. Challenges of Digital Portfolio • Knowledge and skill requirements • Professional support • Expensive equipment • Time and Energy • Increased viewer skills and equipment • Presentation that detracts from content

11. Why Portfolio Assessment • Push for authentic assessment: Tracking progress over time and helping individuals learn to assess their own progress • Enhancing teacher professionalism:Aligning with NBPTS, INTASC, NCATE, ISTE established standards • *INTASC: Interstate New Teacher Assessment and Support Consortium • *NBPTS: National Board for Professional Teaching Standards • *NCATE: National Council for the Accreditation of Teacher Education • *ISTE: International Society for Technology in Education

12. Professional Standards and Digital Portfolio • NBPTS: requires the submission of a portfolio with a video that demonstrates evidence of teacher competence in various formats for national certification • ISTE: suggests that all pre-service teachers should develop a portfolio of technology-based products. • NCATE: perform-based system of accreditation - a natural fit for portfolio

13. Professional Benefits of Digital Portfolio • Creation of digital teaching portfolios makes teachers learners • Provides opportunities to learn about technology • Improves teachers’ impact on students • Effective tools for demonstrating teacher competence • Helps teachers get jobs • A tool for charting future professional growth

14. Creation of E- Portfolio • Save Artifacts electronically • Document your experiences electronically

15. Stages for Developing E-Portfolio • Decide: the purpose and the audience • Design: the selection of the content • Develop: incorporation of all artifacts • Evaluate: the content and multimedia format

16. Framing Digital Portfolio Around Standards • National standards represent the collective effort of many knowledgeable education professionals • Help teachers examine their knowledge and skills in the education field that are considered good teaching. • National recognized standards have meaning to people in various communities.

17. Ingredients of a Digital Portfolio • Artifacts: tangible evidence that indicates the attainment of knowledge and skills and the ability to apply understanding to complex tasks, e.g., resume, lesson plans, etc. • Supporting Documentation: • Authorship statement • Credits • Rational statement • Permission statement • Table of Content

18. Questions to Help You Reflect on Artifacts • How does tis artifact demonstrate competence in a particular standard or your chosen framework? • Why did I include this artifact? Why is it important to me? • What did I learn as a result of using/creating this artifact? • How would I do things differently as a result of the artifact?

19. Table of Contents(based on INTASC) • Introduction • Subject Matter • Student Learning • Diverse Learners • Instructional Strategies • Learning Environment • Communication and Technology • Planning Instruction • Assessment • Reflection and Professional Development • Collaboration, Ethics, and Relationships • Professional Plans

20. Directions for Introduction • Introduction: • Poem or quote that is meaningful to you, that captures who you are and/or your beliefs about teaching • Current resume • An educator statement, e.g., educational philosophy or teaching beliefs

21. Directions for Section 2 - 11 • Begin each section with the title and definition of the standard • List the substandards/competencies for each standard • Narrative or rationale: a written piece per standard that links the standard to the evidence collected. • Use 2 - 3 artifacts per standard for evidence

22. Directions for Professional Plan • Educator Development Plan (EDP) • Personal life-long learning plan

23. Timeline • Course I: Decide which artifact to collect • Course II: Design and develop • Course III: Peer review and assessment

24. Standards-based E-Portfolio Examples • http://dagwood.dgrc.crc.ca/eportfolio/portfolio/851/10214235711049.html (pre-service, elementary) • http://filebox.vt.edu/users/ckeel/ (pre, secondary) • http://durak.org/kathy/portfolio/ (pre, elementary) • http://portfolios.music.ufl.edu/studentport.html • Others • http://curry.edschool.virginia.edu/class/edlf/589_004/Carter_Shreves/ (special ed) • http://www.life.sci.qut.edu.au/collect/tp/tp_home.html (teaching philosophy) • http://www.uiowa.edu/%7Eedplace/portfolio/index.html

25. References • Campbell, D. M., Cignetti, P. B., Melenyzer, D. J., Nettles, D. H., & Wyman, R. M. (2004). How to develop a professional portfolio: A manual for teachers (3rd ed.). • Kilbane, C. R., & Milman, N. B. (2003). The digital teaching portfolio handbook: A how-to guide for educators.