Tech Intensive

Rationale for the Electronic Portfolio Assignment

Dissatisfied with traditional measures of student learning, I have long used portfolios to assess my teacher education students' development. Portfolios are beneficial in that they require students to think critically and creatively as they evaluate and document their own learning. However, I have found old-fashioned notebook portfolios to be cumbersome and unwieldy.

Electronic portfolios caught my interest because they provide a way for students to show clear evidence of their learning through a variety of still and video images. These images can be organized into easily portable, Internet ready portfolios. Electronic portfolios have the added advantages of being easy to share, update, and store. Throughout their teaching careers, my students will be able to update their portfolios for job interviews or for state and national accreditation.

In addition to providing a more convenient form of assessment, creating electronic portfolios increases students' comfort with technology. The familiarity gained while working with a variety of media increases the likelihood students will use technology in their future teaching and learning. This point is particularly important since technology is often available, but underutilized, in today's schools because teachers believe they do not have time to learn to use educational media effectively.

Major Aspects

Twenty-six preservice teachers, preparing for certification in elementary and special education, created electronic portfolios over the 2 years of their teacher education program. These multimedia portfolios included: table of contents, resume, teaching philosophy, self-evaluation based on state teacher standards, and three instructional units. Portfolios were burned on CDs with necessary software readers and links for navigating within the portfolio.

While creating their portfolios, preservice teachers learned such computer programs as PowerPoint, Avid Cinema and i-Movie. Preservice teachers also learned to take digital videos; to scan photographs, writing samples and documents; and to add sounds and special effects, thus providing the electronic portfolios with additional verve and individuality.

To prepare students for the project, technology assistants offered 2 1/2 hour workshops on both camera skills and video editing during the first semester. Assistants also helped students put their first instructional units into multimedia format, which took an additional 7 hours of class time. Students used PowerPoint to outline their units. Then, they inserted video clips of their teaching--using Avid Cinema or i-Movie--as well as scanned photographs and documents. Sounds and special effects provided the electronic portfolios with additional verve and individuality.

Technology assistants provided another 5 hours of technology support second semester while students added a second instructional unit to the portfolio. Assistants were also available during the 18 hours students spent adding their third instructional unit and other components in the fourth semester. Throughout the project, students received additional assistance from the well-equipped, well-staffed Technology Learning Center in the College.

After submitting their final portfolios, students' perspectives were captured on a 72-item survey. The author developed the survey in collaboration with Annette C. Sherry, Department of Educational Technology, using categories from earlier qualitative research with the same students and Kirkpatrick's (1994) four dimensions of evaluation: (1) reaction (attitudes), (2) learning, (3) transfer (application), and (4) results (impact on the organization).

On the survey, students reported they learned about technology, among other areas, and gave specific ways they would apply technology to education. They plan to use their electronic portfolios for a variety of purposes, but especially for job searches and to reflect on future teaching development. Although this complex project was time-consuming, most students believed it was worth the time spent. The study has several implications for teacher educators who wish to use electronic portfolios, particularly when their students have limited technology backgrounds.

SEMESTER 1 (FALL 2000)

READING UNIT: Paper Copy and Electronic Format

PAPER COPY (before teaching) :

1. Summarize what you learned about each child's reading abilities from your assessments.

2. Write instructional goals for the unit. Your goals should be based on what you learned

about the students from your assessments and the Hawai'i Language Arts Content

Standards.

3. List children's books and give your rationale for selecting them. The books you use should be connected in some way (e.g., author, subject, illustrator, genre). Selectba topic that enhances your Mentor Teacher's curriculum and is of interest to the children in your group.

4. List activities and give your rationale for selecting them. Make certain you have included all four language arts: reading, writing, speaking and listening.

5. Write at least three lesson plans.

OUTLINE OF WHAT SHOULD BE TURNED IN TO ME:

1. Assessment

4. At least three lesson plans

PAPER COPY (after teaching):

1. Turn in all of Part 1 again. Add the information in numbers 2 and 3 below after the corresponding lesson plan.

2. Describe any changes you made in your lessons and tell why.

3. Provide an evaluation of the children and yourself for each lesson and for the unit as a whole. Please include samples of children's work.

ELECTRONIC FORMAT

1. Use PowerPoint to outline your unit according to the components of the paper copy.

2. Import brief video clip(s) of yourself teaching. The maximum length of your combined clips should be about two minutes.

3. Import scanned photographs and samples of children's work.

4. Select an attractive background and add clip art and/or sounds to enhance your portfolio.

READING UNIT: ASSESSMENT

Paper Copy (7 items x 5 points=35)

1. Assessment: Are the assessments complete/thoughtful? Is the assessment summary for each child based on the evidence given? (Assignment Part 1, 1)

2. Instructional goals: Are the goals based on student needs and interests as shown by the assessments and the Hawai'i Language Arts Content Standards? (Assignment, Part 1, 2)

3. Materials: What was your rationale for selecting these children's books? Are the books appropriate for the students? Are the books connected in some way? Do the books tie to the mentor teacher's curriculum? Are they high quality children's books? (Assignment, Part 1, 3)

4. Procedures: Do your procedures explain clearly what you are going to do? Are the activities varied and appropriate? Do they include the four language arts? (Assignment, Part 1, 4)

5. Evaluation: Does the student evaluation section measure objectives given in each lesson? Does the teacher evaluation section encourage self-reflection on important elements of teaching? (Assignment, Part 1, 5)

6. Changes you made in your lessons and why: Was this section thoughtful and critical? (Assignment, Part 2, 2)

7. Completed evaluations of children and yourself for each lesson and the unit as a whole:

Did you answer the questions asked in your lessons? Did you include student samples? (Assignment, Part 2, 3)

Electronic Portfolio (40 points)

1. (30 points) Does the portfolio present the unit in a meaningful way? How effectively does it show the complete process of planning and teaching the unit (assessment, unit and lesson development, teaching and evaluating, reflection).

2. (10 points) Does the portfolio include a variety of media (e.g., still pictures, movies,

text slides, sound)? Does the portfolio portray the unit in a way that is visually

attractive and attention getting?

SEMESTER 2 (SPRING 2001)

WRITING UNIT: Paper Copy and Electronic Format

PAPER COPY

PART 1

1. Analysis

a. Student 1: writing sample, analysis, recommended areas for instruction

b. Student 2:

c. Student 3:

d. Recommended areas for instruction for all 3 students (look for overlap)

2. Unit goals

a. Hawai'i Content Standards (HCS) for Writing

b. HCS for other subjects integrated (e.g., social studies)

c. Hawai'i Teacher Standards selected

3. Lesson plans

a. Goals and objectives based on HCS for Writing and other subjects integrated and Hawai'i Teacher Standards

b. Procedures

c. Evaluation methods: students and self

_______________________________________________________________________

PART 2

4. Completed evaluations

a. Target students by lesson

b. Self by lesson

c. Unit (overall) evaluation of target students

d. Unit (overall) evaluation of self

5. What you learned

a. Changes made

b. Changes you would make next time

c. What you learned about writing instruction

d. What you learned about teaching

6. Target children's writing samples

a. Lesson 1

b. Lesson 2

c. Lesson 3

ELECTRONIC FORMAT

1. Use PowerPoint to outline your unit according to the components of the paper copy.

2. Import brief video clip(s) of yourself teaching. The maximum length of your combined clips should be about two minutes.

3. Import scanned photographs and samples of children's work.

4. Select an attractive background and add clip art and/or sounds to enhance your portfolio.

WRITING UNIT: Assessment

CATEGORY	6	4	2
Analysis of writing samples	Used appropriate methods for grade level; included at least 3 writing samples, one from child identified as SPED; provided accurate, objective analysis for each child and the three children overall; provided at least 3 instructional implications and why indicated; presented analysis clearly, with headings	Used appropriate methods for grade level; included at least 3 writing samples, one from child identified as SPED; provided accurate, objective analysis for each child and the three children overall; provided 2 instructional implications and why indicated; presented analysis clearly, with headings	Used appropriate methods for grade level; included at least 3 writing samples, one from child identified as SPED; provided accurate, objective analysis for each child and the three children overall; provided 1 instructional implication and why indicated; presented analysis clearly, with headings
Unit goals	Selected Hawaii Content Standards (HCS) for Writing based on writing assessments; provided goals for HCS for all subjects integrated; selected Hawaii Teacher Standards (HTS)	Selected Hawaii Content Standards for Writing based on writing assessments; provided goals for HCS for all but one subject integrated; selected Hawaii Teacher Standards	Selected Hawaii Content Standards for Writing based on writing assessments; provided goals for HCS for all but two subjects integrated; selected Hawaii Teacher Standards
Lesson plans	Goals and objectives related to HCS and HTS selected; procedures presented variety of interesting and appropriate activities; included methods for evaluating students and teacher	Goals and objectives related to HCS and HTS selected; procedures presented variety of appropriate activities; included methods for evaluating students and teacher	Goals and objectives related to HCS and HTS selected; procedures presented appropriate activities

CATEGORY	6	4	2
Completed evaluations of students	For each lesson, wrote evaluations of 3 target students, using methods given in that lesson plan; summarized student evaluations for the unit	For each lesson, wrote evaluations of 3 target students, using methods given in that lesson plan but not all questions answered; summarized student evaluations for the unit	For each lesson, wrote evaluations of 3 target students, using methods given in that lesson plan; no unit summary
Completed evaluations of yourself	For each lesson, wrote self-evaluation, based on the methods given in that lesson plan; wrote self-evaluation for the unit overall	For each lesson, wrote self-evaluation, based on the methods given in that lesson plan but not all questions answered; wrote self-evaluation for the unit overall	For each lesson, wrote self-evaluation, based on the methods given in that lesson plan; no self-evaluation for the unit overall
What you learned	Presented any changes made in the lesson, changes that would be made next time, what teacher learned about writing instruction and teaching in general	Presented any changes made in the lesson, changes that would be made next time	Presented any changes made in the lesson
Samples of children's work	Included samples from all 3 lessons from 3 target students	Included samples from 2 lessons from 3 target students	Included samples from 1 lesson from 3 target students
Electronic portfolio	Presented major ideas from all 7 parts above completely and aesthetically; used video and stills effectively	Presented major ideas from 5 parts above completely and aesthetically; used video and stills effectively	Presented major ideas from 3 parts above completely and aesthetically; used video and stills effectively
2 free points			They're yours. You deserve them.

SEMESTER 4 (SPRING 2002)

INTERDISCIPLINARY UNIT: Paper Copy and Electronic Format

Using the format below, plan and teach an 8-lesson interdisciplinary unit that lasts at least three weeks and includes at least two drama lessons. Your unit should begin the week before solo and continue throughout the solo period. Your unit plan must be approved by your mentor teacher and university coordinator at least two weeks before you begin teaching it. Videotape your teaching as you will put your unit into electronic format.

PAPER COPY

Part 1 (before teaching)

1. Summarize what you know about students' academic abilities and interests.

2. Write instructional goals for the unit. Your goals should be based on what you learned about the students from your assessments, your mentor teacher's curriculum, and the Content and Performance Standards for Language Arts, Social Studies, and Fine Arts: Theater/Drama

3. Select 3 or 4 Hawaii Teacher Standards you will be focusing on during your unit.

4.. Plan at least 6 lessons, using the HCPS II Lesson Plan outline and at least 2 drama lessons, using the HTY format (for a total of 8 lessons).

5. Videotape yourself teaching your lessons.

Part 2 (after teaching)

1. Turn in all of part 1 again.

2. Add your reflections (answers to questions asked in your lesson plans) and

evaluations of student and self based on lesson and unit goals for each lesson and for the unit as a whole.

3. Please include samples of children's work.

ELECTRONIC FORMAT

1. Use PowerPoint to outline your unit according to the components of the paper copy.

2. Import brief video clip(s) of yourself teaching. The maximum length of your combined clips should be about two minutes.

3. Import scanned photographs and samples of children's work.

4. Select an attractive background and add clip art and/or sounds to enhance your portfolio.

ELECTRONIC TEACHING PORTFOLIO

Your completed electronic teaching portfolio, on CD-ROM, will have the following components:

1. Table of contents

2. Introduction of self (Include how to access software needed.)

3. Teaching Philosophy and Professional > 4. Self-evaluation based on at least 5 Hawai'i Teaching

4.Standards, with evidence

5. Three teaching units presented previously

6. Resume (short and long versions)

7. Necessary software readers

PORTFOLIO ASSESSMENT FORM
Created by: Pat Edelen-Smith: 9/00
Portfolio Assessment Form

Portfolio of:_________________________ Rater:_________________________
Date: _________________________
I. OVERALL ORGANIZATION AND PRESENTATIONPlease rate the overall organization and presentation using the following rubric:
5 Well developed organizational structure that makes the portfolio "user-friendly" and exciting to
peruse; unique products are included that go beyond meeting minimum guidelines and their
relevance is clearly supported; obvious creativity in presentation; overall portfolio is
comprehensive; it not only communicates effectively to the intended audience but also engages
them.
4 Clear, coherent and consistent organizational structure; products are included that go beyond the minimum guidelines and illustrate important competencies mastered by the teacher; originality is evident in some entries; presentation is consistently neat and well-packaged; overall portfolio communicates effectively to the intended audience.
3 An organizational system is apparent but not well developed or implemented; products
represent minimum guidelines including the required products; additional products may be
included but they are "collections" of things that are not clearly supported as relevant;
presentation is neat but lacks creativity or originality; overall portfolio presents an acceptable
but minimal picture of the individual's accomplishments.
2 There may or may not be a basic organizational structure; if not, some disorganization may be
apparent; (a) not all products are included that would meet minimum guidelines, or (b) one or
more required products are omitted, or (c) the products meet the minimum guidelines but are
not clearly supported as being relevant; presentation may be superficially neat or somewhat
haphazard; originality may be present but may do little to enhance the relevance of the
products; overall portfolio presents an incomplete or superficial picture of the individual's
accomplishments.
1 Organization is lacking; products do not meet minimum guidelines and/or are not supported as
being relevant; presentation is haphazard with little creativity or originality; overall portfolio is
unsatisfactory.

Comments regarding your rating of the organization and presentation of this portfolio:

_______________________________________________________________

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Bartlett Bibliography on Electronic Portfolios

Bartlett, A. (2002). Preparing preservice teachers to implement performance assessment

and technology through electronic portfolios. Action in Teacher Education, 24

90-97.

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Refereed Publications on Electronic Portfolios

Bartlett, A. (2002). Preparing preservice teachers to implement performance

assessment and technology through electronic portfolios. Action in Teacher Education, 24, 90-97.

Bartlettt, A. (2000). Improving teacher education through electronic portfolios.

Proceedings of Conference on Educational Uses of Information and Communication Technologies, 296-297.

International Presentations on Electronic Portfolios

Bartlett, A. (2002, July). Using Electronic Portfolios to Prepare Preservice

Teachers to Implement Technology. Ninth International Literacy and Education Research Network Conference on Learning. Beijing, China.

Bartlett, A. (2002, May). Using Electronic Portfolios to Improve Literacy

Teacher Education. Forty-seventh Annual Convention of the International Reading Association. San Francisco, CA.

Bartlett, A. (2001, June). Developing new roles in teaching and learning through

electronic portfolios. ED-MEDIA 2001: World Conference on Educational Multimedia, Hypermedia and Telecommunications, Tampere, Finland.

Bartlett, A. (2000, August). Improving teacher education through electronic portfolios. 16th World Computer Congress 2000. Beijing, China.