Updated version of a previous presentation offered at the UCV's ICT in ELT course

1. Web-based lessons,Web-based lessons,
e-portfoliose-portfolios
& e-assessment& e-assessment
Evelyn IzquierdoEvelyn Izquierdo
@eveweb@eveweb
UNIVERSIDAD CENTRAL DE VENEZUELAUNIVERSIDAD CENTRAL DE VENEZUELA
FACULTAD DE HUMANIDADES Y EDUCACIÓNFACULTAD DE HUMANIDADES Y EDUCACIÓN
MAESTRÍA EN INGLÉS COMO LENGUA EXTRANJERAMAESTRÍA EN INGLÉS COMO LENGUA EXTRANJERA
ICT in ELT, June 17, 2014ICT in ELT, June 17, 2014

2. Part IPart I
Web-based lessons & e-portfoliosWeb-based lessons & e-portfolios
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

3. Agenda
• Introducing Web-based lessons
• Definition
• Steps to create Web-based lessons
• Web-based lesson samples
• Introducing e-portfolios
• Definition
• Exploring some e-portfolios
• Step to create an e-portfolio
• E-portfolios samples
• Designing a web-based lesson and/or an e-portfolio
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

4. What is a Web-based
lesson?
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

5. A web-based lesson is…
…simply a lesson that in some way
incorporates a Web site or many Web
sites. A Web-based lesson can be
conducted entirely online or it can be
a traditional classroom lesson with an
online component…It can be used in
a lesson for a variety of purposes,
including research, reading, writing,
publishing, communication and
collaboration with teachers and
learners around the world. (World
Education Literacy Division, 2005)
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

6. Advantages
Web-based lessons:
• Are more interactive, dynamic and interesting.
• Develop creativity.
• Promote original activities.
• Promote critical thinking.
• Promote digital skills development.
• Provide opportunities for all learning styles.
• Fit to any target language level and students’ age.
• Improve teacher-student and student-student interaction.
• Promote collaboration.
• Are very useful for language learners since they are exposed to a variety of
formats, images, video, and sound.
• Are a great tool for teachers. They can share their course works easily.
• Can be used for multicultural exchange purposes.
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

7. What does a Web-based lesson plan
include?
• Date:
• Teacher:
• Class/Level:
• Topic:
• Objectives (Learning Goals):
• Web sites used
• Name of Web site 1:
• URL:
• Rationale for selecting this site:
• Name of Web site 2:
• URL:
• Rationale for selecting this site:
• Other Materials:
• Teacher Preparation:
• Steps for Learners:
• Description of pre-computer/classroom activities (preparation)
• Description of computer/online activities
• Description of follow-up activities
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment
Source: http://tech.worlded.org/docs/surfing/section5.htm

8. Some web-based lesson
samples
• http://blogbasedlessonsample.blogspot.com/
• http://bblep09tasks.blogspot.com/2009/01/my-preliminary-web-based-
• http://lifeslittlechores.blogspot.com/
• http://bblep09-dinosaurs.blogspot.com/
• http://elenargywebbasedlesson.blogspot.com/
• http://tech.worlded.org/docs/gailmuhl.htm
• http://www.alri.org/pubs/lessonplans.html
• http://www.teachingenglish.org.uk/lesson-plans
• http://www.freeeslmaterials.com/sean_banville_lessons.html
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

9. What is an e-portfolio?
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment
This image belongs to Helen Barrett, 2007. See the original image in context.

10. An e-portfolio is…
“… a purposeful collection of information and digital artifacts that demonstrates
development or evidences learning outcomes, skills or competencies. The process
of producing an ePortfolio (writing, typing, recording etc.) usually requires the
synthesis of ideas, reflection on achievements, self-awareness and forward
planning; with the potential for educational, developmental or other benefits.
Specific types of ePortfolios can be defined in part by their purpose (such as
presentation, application, reflection, assessment and personal development
planning), pedagogic design, level of structure (intrinsic or extrinsic), duration
(episodic or life-long) and other factors.“ (Newcastle University, 2008)
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

11. Advantages
E-portfolios are excellent for:
• EFL teaching and learning
• Fostering content
• Developing creativity
• Increasing students' motivation
• Working collaboratively
• Promoting and developing group work
• Integrating ICT into the traditional f2f classroom
• Developing tech skills
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

12. e-Portfolios for K-12
by Helen Barrett, 2009
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

13. e-Portfolios for higher
education
by Helen Barrett, 2009
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

14. Important points to
consider…
• Purpose. Decide on the purpose for the portfolio. What are you trying to show
with this portfolio? Are there outcomes, goals, or standards that are being
demonstrated with this portfolio?
• Collection/Classification. What artifacts will you include in your portfolio?
How will you classify these entries?
• Reflection. Reflection is the heart and soul of a portfolio. Reflection provides
the rationale for why these artifacts represent achievement of a particular
outcome, goal or standard. Blog entries provide an opportunity for reflection "in
the present tense" or "reflection in action."
• Connection/Interaction/Dialogue/Feedback. This stage provides an
opportunity for interaction and feedback on the work posted in the portfolio.
This is where the power of Web 2.0 interactive tools becomes apparent.
• Summative Reflection/Selection/Evaluation. At the end of a course (or
program), students would write a reflection that looks back over the course (or
program) and provides a meta-analysis of the learning experience as
represented in the reflections stored in the blog entries.
• Presentation/Publishing. The portfolio developer decides what parts of the
portfolio are to be made public.
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment
By Hellen Barrett

15. e-Portfolio structure
By Evelyn Izquierdo
Source: http://annualcourse2007-2008.wetpaint.com/
1. Welcome message: A general welcome message to your students and online
visitors.
2. About us: A brief description about your students and yourself as a teacher. Ss’
short bios might be included and a photo, if authorized.
3. The project: A brief description of what the e-portfolio is all about.
1. Objective (s): What is expected at doing the e-portfolio.
2. Audience: Students, other teachers and all people who will read the e-portfolio
3. Steps: Every single step students have to follow in order to develop the e-portfolio, including their
reflection on the work done.
4. Schedule: Content and activities to be posted per week.
5. Structure: Design pattern students should follow for their class work. If you design a group e-
portfolio, you should add a page for each Team and team members.
4. E-portfolio (s): A collection of different woks done by the students.
5. Evaluation: Quantitative and/or qualitative, rubrics
6. Resources: Link to your web-based lesson and the websites to be visited and a
forum for questions, doubts, and reflections.
7. Visitor’s page (optional): A page for visitors to leave their comments on your
students’ work.
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

16. Some popular tools we can
use.
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment
More tools: http://electronicportfolios.org/web20portfolios.html

17. Some e-portfolio samples
• http://texttypologyeportfolios2011.pbworks.com/w/page/43932711/FrontPage
• http://areastudiesfirstyear.blogspot.com/
• There are many samples provided by Hellen Barrett (2009). See the references at the
end of the ppt.
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

18. Homework
Design a Web-based lesson and/or an e-portfolio
by folllowing the structures presented here.

19. Part IIPart II
e-Assessmente-Assessment
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment

20. Agenda
• Defining what e-assessment is
• Making a difference between e-assessment and
evaluation
• Exploring different assessment tools
• Designing a rubric for an e-assessment project.

21. http://willscullypower.wordpress.com/2009/08/
Assessment Vs
Evaluation
Sue Watson
http://specialed.about.com/od/assessment/a/AandE.htm
• Assessment requires the gathering of evidence of
student performance over a period of time to
measure learning and understanding. Evidence of
learning could take the form of dialogue, journals,
written work, portfolios, tests along with many
other learning tasks.
• Evaluation on the other hand occurs when a mark
is assigned after the completion of a task, test,
quiz, lesson or learning activity. A mark on a
spelling test will determine if the child can spell the
given words and would be seen as an evaluation.

22. Assessment toolsGeoscience Faculty-Carleton College (2009)
• Concept Maps - A diagramming technique for assessing how well students see the "big
picture".
• Concept Tests - Conceptual multiple-choice questions that are useful in large classes.
• Knowledge Survey - Students answer whether they could answer a survey of course
content questions.
• Exams - Find tips on how to make exams better assessment instruments.
• Oral Presentations - Tips for evaluating student presentations.
• Poster Presentations -Tips for evaluating poster presentations.
• Peer Review - Having students assess themselves and each other.
• Portfolios - A collection of evidence to demonstrate mastery of a given set of concepts.
• Rubrics - A set of evaluation criteria based on learning goals and student performance.
• Written Reports - Tips for assessing written reports.
• Other Assessment Types Includes concept sketches, case studies, seminar-style courses,
mathematical thinking and performance assessments.

23. Concept or mind maps
models

24. Concept or mind maps
models

25. Rubrics

26. Rubistar

27. Webquests
Isabel Pérez, 2009
http://www.isabelperez.com/webquest/index.htm

28. Webquest template
http://webquest.sdsu.edu/templates/TL/mywebquest/index.htm

29. E-portfolios references
Izquierdo, E. (2014) Web-based lessons,
e-Portfolios and e-assessment
•Barret, H. (2009a) Official Website http://electronicportfolios.org/
•Barrett, H. (2009b) . Creating interactive ePortfolios with Wordpress and Google sites. http://
electronicportfolios.com/blogmodels/index.html
•Barrett, H. (2009c) E-portfolios for learning. http://electronicportfolios.org/blog/
•EVO sessions (2009). Blog-based lessons and e-portfolios. http://bblep09weeklytasks.blogspot.com/
•Izquierdo, E (2007). Text typology e-portfolio. http://annualcourse2007-2008.wetpaint.com/?t=anon
•The Consultants-e (2008). Resources for e-portfolios http
://www.theconsultantse.com/resources/Resources_ePortfolios.pdf
•Newcastle university (2008) E-portfolios. http://www.eportfolios.ac.uk/?pid=174
•World Education Literacy Division. (2005) Web-based lessons. http://
tech.worlded.org/docs/surfing/section5.htm
•Images:
https://www.edulink.networcs.net/schools/DeMontfort/PublishingImages/Homework1.jpg
http://www.visualed.com/images/Clapping%20businesspeople.gif

30. e-Assessment references
• Buzzetto-More, N. and Alade, A. (2006). Best Practices in e-Assessment. Journal of Information
Technology Education. Vol. 5 [Online] University of Maryland: Princess Anne, MD, USA Available
at: http://informingscience.org/jite/documents/Vol5/v5p251-269Buzzetto152.pdf
• Geoscience Faculty (2009). Assessment tools. On the Cutting Edge [Online]. Carleton College:
Canada. Available at http://serc.carleton.edu/NAGTWorkshops/assess/types.html
• Pérez, I. (2007-2009). ESL Site. Qué son las Webquests. [Online] Available at:
http://www.isabelperez.com/webquest/index.htm
• E-Assessment. Guide to effective practice. [Online] Available at
http://www.efutures.org/docs/guide.pdf
• O’Malley, J. And Valdez, L. (1992) Performance and Portfolio Assessment for Language Minority
Students. NCBE Program Information Guide Series, Number 9, Spring Available at:
http://www.ncela.gwu.edu/files/rcd/BE018651/Performance_and_Portfolio.pdf
• Watson, S. (2009).Assessment, evaluation and final marks. About.com [Online] Available at
http://specialed.about.com/od/assessment/a/AandE.htm

31. More e-Assessment
references
• Tools:
Cmaptools: http://cmap.ihmc.us/conceptmap.html
Rubistar: http://rubistar.4teachers.org/
Webquest: http://edmall.gsfc.nasa.gov/WebQuest/student.html#Evaluation
Rubrics4Teachers: http://www.rubrics4teachers.com/
iRubric: http://www.rcampus.com/indexrubric.cfm
• Images:
http://203.19.59.184/wiki/pub/Knowledge/NaturalEnvironmentsDP/AlpineSubAlpineConceptMa
p.png
http://edmall.gsfc.nasa.gov/WebQuest/systemsmap.htm
http://ralphlosey.files.wordpress.com/2009/06/testing-exam.jpg
http://school.discoveryeducation.com/clipart/images/f-test2.gif

32. Evelyn Izquierdo
ICT in ELT course facilitator
@eveweb