- Out of 31 students 16 students returned the assessment of the portfolio. That's only half the class and I need to continue nagging the students to get this done. There could be a number of reasons why such a low number
- Students did not want to have parents see the portfolio.
- Students forgot to do it.
- Parents did not have time to go through the assessment - it was a lot of work.
- Students lost the assessment sheet.
- Out of the 18 returned 2 were obviously not read or though about in regards to authentic assessment of their child's work. The evidence was the parent/guardian gave their child Exemplar credit for every single item to consider, including spelling. That means 14 were authentic or rather parents considered the work before assessing their child.
- Some parents did not give exemplar credential but they did make positive comments for their child
- two parents stated they did not understand the assessment and one of them stated they could not do it.
- 2 had no time to do it (understandable considering the time it would take to do the assessment - going over everything we've covered so far - at least 28 assignments - from September to the end of October.
- I need to create a rubric or assessment sheet whereas both the student and the parent/guardian do this together, sharing the learning, and learning about what the student is doing. This would make this assessment more valuable.
- This assessment is realistic, involving partners in learning, and need to be more specifics for performance skills and specific work to be illustrated and discussed.
- It would be easier for parents to see an example before the assessment of their own child's work, seeing the expectation of the teacher and what was asked of the student. Something to consider for the future.
An ePortfolio 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.
- recognize the relevance and/or merit of alternative assumptions and perspectives
- recognize the extent and weight of evidence
- evaluate all reasonable inferences
- consider a variety of possible viewpoints or perspectives,
- remain open to alternative interpretations
- accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data
- accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and
- do not reject unpopular views out of hand.