Monday, October 24, 2011

Parents helping with assessment of learning on E-Portfolios

Previously I mentioned how I was using E-portfolios for my Information Technology class since I was diversifying and differentiating my class of 31 students.  Some are doing Illustrator, some programming, others Photoshop, and others Flash.  Some are advance, doing advance work, some beginners, all at different levels and skills.  So, how do you handle it besides run around constantly and suggest changes, show different tools, and answer questions?  You get students to take control of their learning, and critically assess their own work and the work of their peers through Facebook.

Students add photos and comments in their Facebook, tagging me, or add their work to my wall.  I make comments, give suggestions, and either ask for me or praise their work, but not before they make comments on their own work, stating what they did well, what they learned, and what they should improve (many students do not do this because they are afraid of losing marks - a matter that was discussed a number of times but something that still needs work.).

But with 31 students and over 25 assignments each at this point, that's a lot of assessment and hard to give instant feedback online.  So why not get the parents involved in their learning.  Below is an assessment worksheet (2nd draft) for both parents and students to assess the portfolio.  On Tuesday this sheet is going home to parents to see the work that their child has done, to see what critical thinking students have done on their work, and parents get to see how well they are doing.  It's an informal way of assessing and informing parents of the work their child has done.  They can also go see their friends on Facebook and see what other students are doing in class, and do comparisons.

It should be interesting and I'm looking forward to the results.  A new way of assessing?  I imagine only in my classroom.  I'm sure someone has tried this before.  Make a comment, I would love some feedback.   But there is more below....


EPortfolio (Digital Portfolio) Parent Assessment and Student Self-Assessment    
Name:________________________________________
CATEGORY
Exemplary (E rating)
Proficient (P rating)
Developing (D rating)
Unsatisfactory (U rating)
RATING
Selection of Artifacts
All artifacts and work samples are clearly and directly related to the purpose of the eportfolio. – show learning and growth
A wide variety of artifacts is included.
Most artifacts and work samples are related to the purpose of the eportfolio.
Some of the artifacts and work samples are related to the purpose of the eportfolio.
None of the artifacts and work samples is related to the purpose of the eportfolio.

Reflections
All reflections clearly describe growth, achievement and accomplishments, and include goals for continued learning (long and short term).
Most of the reflections describe growth and include goals for continued learning.
A few of the reflections describe growth and include goals for continued learning.
None of the reflections describes growth and does not include goals for continued learning.

All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.
None of the reflections illustrates the ability to effectively critique work or provide suggestions for constructive practical alternatives.
All artifacts are accompanied by a reflection that clearly explains the importance of the item
Most of the artifacts are accompanied by a reflection that clearly explains the importance of the item .
Some of the artifacts are accompanied by a reflection that clearly explains the importance of the item
None of the artifacts is accompanied by a reflection that clearly explains the importance of the item  

Writing Mechanics
There are no errors in grammar, capitalization, punctuation, and spelling.
There are a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision
There are four or more errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.
There are more than six errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision.




CATEGORY
Exemplary (E rating)
Proficient (P rating)
Developing (D rating)
Unsatisfactory (U rating)
RATING
Use of Multimedia where ask for
All/any of the photographs, graphic organizers, spreadsheets, graphics, audio and/or video files enhance understanding of concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose. 
.
Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create interest.
Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships.
None of the graphic elements or multimedia contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from the content..

All audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery.
Most of the audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery.
A few of the audio and/or video files are edited with inconsistent clarity or sound (too loud/too soft/garbled).
Audio and/or video files are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled).
Documentation & Copyright
All images, media and text follow copyright guidelines with accurate citations (web sites listed)  . All content throughout the eportfolio displays the appropriate copyright permissions.
Most images/media or text elements created by others are cited with accurate, properly formatted citations (web site listed).
Some of the images, media or text created by others are not cited with accurate, properly formatted citations (web site listed from where it was taken).
No images, media or text created by others are cited with accurate, properly formatted citations.
Ease of Navigation
The navigation links are intuitive. The various parts of the portfolio are labeled, clearly organized and allow the reader to easily locate an artifact and move to related pages or a different section. All external links connect to the appropriate website or file.
The navigation links generally function well, but it is not always clear how to locate an artifact or move to related pages or different section. Most of the external links connect to the appropriate website or file.
The navigation links are somewhat confusing, and it is often unclear how to locate an artifact or move to related pages or a different section.Some of the pages connect to the T Some of the external links do not connect to the appropriate website or file.
The navigation links are confusing, and it is difficult to locate artifacts and move to related pages or a different section. There are significant problems with many of the external links do not connect to the appropriate website or file.




CATEGORY
Exemplary (E rating)
Proficient (P rating)
Developing (D rating)
Unsatisfactory (U rating)
RATING
Layout and Text Elements
The eportfolio is easy to read. Fonts and type size vary appropriately for headings, sub-headings and text. Use of font styles (italic, bold, underline) is consistent and improves readability
The eportfolio is generally easy to read. Fonts and type size vary appropriately for headings, sub-headings and text. Use of font styles (italic, bold, underline) is generally consistent.



The eportfolio is often difficult to read due to inappropriate use of fonts and type size for headings, sub-headings and text or inconsistent use of font styles (italic, bold, underline). Some formatting tools are under or over-utilized and decrease the readers' accessibility to the content..
The eportfolio is difficult to read due to inappropriate use of fonts, type size for headings, sub-headings and text and font styles (italic, bold, underline). Many formatting tools are under or over-utilized and decrease the readers' accessibility to the content.

Color of background, fonts, and links enhance the readability and aesthetic quality, and are used consistently throughout the eportfolio.
Color of background, fonts, and links generally enhance the readability of the text, and are generally used consistently throughout the eportfolio.
Color of background, fonts, and links decrease the readability of the text, are distracting and used inconsistently in some places throughout the eportfolio.
Color of background, fonts, and links decrease the readability of the text, are distracting and used inconsistently throughout the eportfolio.





Notice there are no grades, just ratings.  I am interested in both the student's opinion of their work as well as the parent/guardian's opinion of the work the student has done so far.  It should be interesting.

I'll also be using this with my Grade 8's who are also doing an e-portofolio for assessment of critical thinking and learning.  Thanks to Intel Teach Elements for their copy.  I've edited very little, they did such an excellent job with this resource material as well as their entire training web site.  Take a look at the site.  Below is the Grade 8 assessment worksheet for both student self assessment and peer assessment.  Parents will be sent a copy of this rubric as well as have their child show them the beginning of their electronic portfolio of learning.  As stated, wish me luck.  Happening this week.


Critical Thinking Rubric
Name:  ___________________________________

Category 
Exemplary (E rating)
Proficient (P rating)
Developing (D rating)
Unsatisfactory (U rating)
Rating
Identifying Important Information
I determine what concepts and relationships are important in a complex system of abstract and concrete information.
I can usually tell what concepts and relationships are important in a system.
Sometimes, I have trouble telling the difference between important and unimportant concepts and relationships in a system.
I often get important and unimportant information mixed up.

Making Inferences
I use what I know about the subject along with my personal experiences and knowledge to make reasonable inferences. I use my inferences to draw conclusions about information.
I analyze new information and make reasonable inferences.
With help, I can make inferences, but sometimes my inferences are not based on good reasons.
I usually cannot make inferences about what I am learning.

Evaluating Sources
I use several strategies for evaluating the reliability of a variety of different kinds of sources.
I use some strategies for evaluating sources.
Sometimes, I am fooled by information that is not reliable.
I often cannot tell the difference between reliable and false information.

Learning Independently
I do whatever I need to do to learn more about ideas and concepts that are new to me.
I make an effort to learn more about ideas and concepts that are new to me.
If someone reminds me, I learn more about ideas and concepts that are new to me.
I am usually happy with what I already know about information, and I do not bother to find out more.

Communicating
I can clearly and thoroughly explain my opinions by giving good reasons for them, orally and in writing.
I can explain my opinions by giving good reasons for them, orally and in writing.
With prompting and guidance, I can explain my opinions orally and in writing.
I cannot explain my opinions so that they make sense.




  Wish me luck and stay tune for the results.

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