FreshGrade | Personalized Learning, Observational Assessment Platform. The Digital Portfolio: A Richer Picture of Student Performance. What do we really know about a high school graduate's academic career? If we can't talk to the student personally -- and even if we can -- we rely on records. For the most part, a student record con- sists of two things: grades on a transcript and stan-dardized test scores.
If a potential employer wants to know if the graduate has the ability to write a business report, she has to make do with a "B-" in English 2 or a 530 on the verbal portion of the SAT -- or, even more generally, something like a 2.85 grade-point average or a 57th percentile marking. Grant Wiggins suggests this experiment.1 Go into any sports bar and ask, "Who's the best active major league baseball player? " In the ensuing argument, you'll hear about the quality of a catcher's defensive play or the leadership he brings to the team.
We can gain a better understanding of a student's abilities and accomplishments by simply looking at the student's work, rather than the abstracted final grade. Looking Into a Folder. Balancing the Two Faces of E-Portfolios. Printable version of this paper (PDF - 2 MB) Helen C. Barrett Figure 1. Balancing the Two Faces of E-Portfolios Learning Objectives After completing this chapter, you should be able to: · Explain the two major purposes for developing e-portfolios in education · Outline how to balance both process and product to enhance learner engagement with the e-portfolio process · Understand how students’ experiences with social networking can contribute to their engagement with e-portfolio development · Understand the role of intrinsic motivation in the e-portfolio development process · Outline a developmental process to implement e-portfolios through three levels: 1. 2. 3.
This chapter focuses on these two major purposes for developing e-portfolios, and how to balance both approaches to enhance learner engagement with the e-portfolio process. U. Technology also gives students opportunities for taking ownership of their learning. Later in the publication, in the section on Assessment: Why E-Portfolios? Introduction to K-12 ePortfolios. This is the workspace for an online course Introduction to E-Portfolios in K-12 Schools, developed by Dr. Helen Barrett. The important links in this Google Site: Syllabus - the overview of the entire course, all assignments and topicsSchedule - an overview of the lessons, followed by detailed plans for each oneIn Lesson 1-Overview (What?)
, we focus on the big picture, look at some examples, and begin a planning process.In Lesson 2-Purpose (Why?) , we focus on creating a vision for implementing electronic portfolios. (Benefits and Purpose)In Lesson 3-Collection (How? Level 1 Portfolio), we look at creating and storing digital artifacts based on the integration of technology into the curriculum. Supplemental courses:Implement Electronic Portfolios with K-12 Students using Google Apps Specific focus will be on the use of GoogleApps for Education. High Tech High.