Portfolio Assessment and Design

C. Candace Chou University of St. Thomas

PortfolioAssessment and Design

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

Definition

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.

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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

Types of Portfolio

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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.

Teaching Portfolio

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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.

Digital Teaching Portfolio

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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.

Working Portfolio Examples

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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

Presentation Portfolio Examples

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Accessibility

Portability

Creativity

Technology

Self-Confidence

Community

Advantages of Digital Portfolio

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Knowledge and skill requirements

Professional support

Expensive equipment

Time and Energy

Increased viewer skills and equipment

Presentation that detracts from content

Challenges of Digital Portfolio

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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

Why Portfolio Assessment

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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

Professional Standards and Digital Portfolio

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Creation of digital teaching portfolios makes teachers learnersProvides opportunities to learn about technologyImproves teachers’ impact on studentsEffective tools for demonstrating teacher competenceHelps teachers get jobsA tool for charting future professional growth

Professional Benefits of Digital Portfolio

Save Artifacts electronically

Document your experiences electronically

Creation of E- Portfolio

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Decide: the purpose and the audience

Design: the selection of the content

Develop: incorporation of all artifacts

Evaluate: the content and multimedia format

Stages for Developing E-Portfolio

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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.

Framing Digital Portfolio Around Standards

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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 statementCreditsRational statementPermission statementTable of Content

Ingredients of a Digital Portfolio

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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?

Questions to Help You Reflect on Artifacts

1. Introduction

2. Subject Matter

3. Student Learning

4. Diverse Learners

5. Instructional Strategies

6. Learning Environment

7. Communication and Technology

8. Planning Instruction

9. Assessment

10. Reflection and Professional Development

11. Collaboration, Ethics, and Relationships

12. Professional Plans

Table of Contents(based on INTASC)

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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

Directions for Introduction

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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

Directions for Section 2 - 11

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Educator Development Plan (EDP)

Personal life-long learning plan

Directions for Professional Plan

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Course I: Decide which artifact to collect

Course II: Design and develop

Course III: Peer review and assessment

Timeline

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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.htmlOthers

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

Standards-based E-Portfolio Examples

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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.

References