3. Step 1: Research
• understand the pedagogy
• read the literature
• talk to the experts
• view student eportfolio examples
• best practice visits
• network with practitioners
4.
5. ...encourages all students to reflect
on their own learning processes and to
learn how to learn.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
6. ...all students should develop strategies
for self-monitoring and
collaborative evaluation of
their performance in relation to suitable
criteria.
The New Zealand Curriculumhttp://flickr.com/photos/torres21/
7. The New Zealand Curriculumhttp://flickr.com/photos/torres21/
Students learn as they engage in
shared activities and
conversations with other people...
8. ...working with parents and caregivers as
key partners who have unique
knowledge of their children and countless
opportunities to advance their children’s
learning.
The New Zealand Curriculumhttp://flickr.com/photos/todbaker
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Developing students’ assessment capabilities
Michael Absolum, Evaluation Associates Ltd, Auckland
Lester Flockton, University of Otago
John Hattie, University of Auckland
Rosemary Hipkins, New Zealand Council for Educational Research
Ian Reid, Learning Media Ltd http://assessment.tki.org.nz/
10. Directions for Assessment in New Zealand
...young people should be educated in ways
that support them to assume control of
their own learning and that they can
only do this if they develop the
capability to assess their own learning.
http://flickr.com/photos/torres21/
11. Directions for Assessment in New Zealand
...assessment’s primary function is to support
learning by generating feedback
that students can act upon in terms of
where they are going, how they are going, and
where they might go next.
http://flickr.com/photos/torres21/
12. Directions for Assessment in New Zealand
Parents and the wider school community will
also need to get better at
understanding assessment
information and interpreting it in
ways that support learning...
http://flickr.com/photos/torres21/
14. Student Led Conferences: How effective are they...?
Effective reporting systems will be ones where
‘student voice’ is an integral
part of the reporting process.
21. Step 2: Define
Clearly define your:
• purpose
• vision and beliefs
• audience
• alignment with broader school vision and
beliefs
• benefits
22. “An e-portfolio is an electronic format
for learners to record their work,
their achievements and their
goals, to reflect on their
learning, and to share and be
supported in this.”
Banks, 2004
23. “...ideas of what an e-portfolio 'is' are
complex and to an extent the
definition and purpose will vary
depending on the perspective from
which a particular person is approaching
the concept...”
JISC ePortfolio Infokithttp://www.flickr.com/photos/darthdowney/
31. Ian Fox 2008
The power of ‘student voice’ should
not be underestimated. To hear students
reflecting on their own work, in their
own voice, with their own intonations and
expressions, conveys meaning in a manner that
is simply not possible in written form.
http://flickr.com/photos/torres21/
The benefits...
32. ...the social networking potential
of the learning landscape and eportfolio-
related tools are features that facilitate
and enhance the making of
connections and the linking together
of people, ideas, resources and
learning...
Tosh et al., 2006
33. “...it is the quality, not just the
quantity, of feedback that merits
our closest attention.”
Sadler, 1998http://flickr.com/photos/torres21/
34. “...supporting the general process of
reflection, self-evaluation and action
planning for lifelong learning...”
MOSEP 2007
35. “...students can literally carry their
eportfolio around with them and update
it at any time in any place.”
MOSEP, 2007
39. Step 4: Framework
• an ongoing process for eportfolio
construction
• reinforces purpose and beliefs
• aligned to a pedagogical approach
• relationship to formal processes e.g.
reports, achievement, appraisal,
registration...
40. “...to define e-Portfolios as a process,
rather than just a product or a
technological system.
Attwell, 2007
42. Exemplars,
creating LI, SC,
matrices/rubrics
Learning
artifact
embedded in
portfolio
Feed back,
feed forward &
reflection/self
assessment
Learner Agency:
“The power to act.”
Celebrating success
and achievement
Feed back,
feed forward &
reflection/self
assessment
1st draft
of writing
story
board
brainstorm
teachers
peers
self
family
Learning
artifact
embedded in
portfolio
“finished”
example
2nd draft
video
ePortfolio Learning Cycle
Nick Rate: ePortfolios and Assessment for Learning (2008)
43. Exemplars,
creating LI, SC,
matrices/rubrics
Learner Agency:
“The power to act.”
Learning
artifact
embedded in
portfolio
Feed back,
feed forward &
reflection/self
assessment
Nick Rate: ePortfolios and Assessment for Learning (2008)
44. Step 5: Criteria
• clarifying the capability required in the
eportfolio tool
50. Step 7: Educate
Students, teachers, parents, mentors,
coaches:
• on the purpose/pedagogy
• how to give effective feedback
• setting goals
• reflecting and self-assessing
• technical how to’s
51. Step 8: Implement
• seamlessly integrated into teaching and
learning
• high access to hardware/internet tools
• targeted teaching of reflecting/feedback
• maintaining a balance between creating/
reflection/uploading
• timelines: staggered vs. all at once?
52. Step 9: Update
• digital citizenship procedures and user
agreements
• reporting and assessment guidelines and
procedures
• appraisal and teacher registration process
53. Step 10: Review
• what have you done?
• what progress have you made?
• what are your key lessons?
• what are you next steps?
54. The 10 step plan of attack...
Research read the literature, talk to experts, view eportfolios, best practice visits
Define clarify and align your purpose to school vision, beliefs
Consult with your students, teachers, leadership teams and parents
Framework a process linking the pedagogy/andragogy to the eportfolio
Criteria list the functionality required for your eportfolio tool
Tool trial, observe, question, rate and select the best tool to meet purpose
Educate training in use of new technologies, giving feedback and change
Implement roll out the system to intended group of students and/or teachers
Update assessment & digital citizenship procedures & agreements, appraisal
Review identify progress, key lessons and next steps
55. A task for you... draw me a picture
On your sheet of paper draw me a picture of what
portfolios look like at Parkland School.
Show:
• the people involved (students/teachers/parents...)
• the relationships and information flow between
these people
• the resources, technology and anything else that is
used in the portfolio process
• the relationships between people and between
people and school/home/resources/technology
using labels, arrows etc (size & shape to show
importance, amount of info shared…)
58. A task for you... draw me a picture
Now, turn your page over.
Draw another picture.
This time draw what you think having eportolios will
look like in your classroom/school.
What are the key similarities/differences between the
pictures?
What does this mean for your current practice?
59. Some places for further exploration:
TKI Enabling Elearning: http://goo.gl/QuKKF9
VLN ePortfolio Group: http://goo.gl/89sy1J
NZ Principal Sabbatical Reports: http://goo.gl/Y3m1KG
Read MOE ePortfolio Guidelines: http://goo.gl/dbBR8
Watch the videos: http://edtalks.org/tag-keyword/eportfolios
Helen Barrett: http://electronicportfolios.org/
Where to next?
63. Registered Teacher Criteria
Evidence of professional practice that
meets the criteria will need to be
provided to the teachers’ professional
leaders...
65. Teacher Professional Learning and Development
Teachers also need to develop the self-
regulatory skills that will enable
them to monitor and reflect on the
effectiveness of changes they make
to their practice.
66. ...evidence from research and from
their own past practice and that of
colleagues to plan teaching and
learning opportunities...
The New Zealand Curriculum
68. Up to 800 eligible teachers will be invited to
gather a portfolio of evidence
to demonstrate they have satisfied each of the
ACET professional criteria.
http://www.teachnz.govt.nz/http://flickr.com/photos/torres21/
72. Digital Portfolios for Teachers
...a mechanism for both collecting evidence of
thinking and action and as a means
of stimulating and supporting further
professional development
through group discussion and
critique.
http://flickr.com/photos/torres21/
80. The 10 step plan of attack...
Research read the literature, talk to experts, view professional eportfolios
Define clarify and align your purpose to effective professional inquiry and/or
performance management systems
Consult with your teachers, appraiser, leadership teams
Framework align a process for constructing a portfolio to your purpose
Criteria list the functionality required for your professional eportfolio tool
Tool trial, observe, reflect on the best tool to meet purpose
Educate professional learning in use of new technologies and approach
Implement roll out the system to intended group of teachers and integrated into
systems
Update performance management, PRT and TAI documentation and systems
Review identify progress, key lessons and next steps
