Parental Assessment of the E-Portfolios.

I've done electronic portfolios for both my Information Technology 11/12 students and with my information technology grade 8 class.  The numbers was a little different from what I imagined.  In this entry here is some of my data from my Grade 11/12 Information Technology class:

• 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.

According to Lorenzo & Ittelson, 2005 a portfolio is a purposeful selection of artifacts together with reflections that represent some aspect of the owner's learning.  I started using eportfolios  for the ease of marking using Facebook.  When students uploaded their work demonstrating a skill in a specific aspect of a program, it was easy to mark because all their work appeared on my wall in FaceBook.  What was not expected was the overwhelming amount of work to assess.  I was hoping that there would be ore peer assessment but the most basic practise was clicking on the "Like: button, with only a few students (23%) doing actual authentic assessment (giving examples of what the peer's opinion was and how to change the art work).  The next time I start with electronic portfolios I need to emphasis the need to peer assessment and the authentic reasoning behind this method of assessment.

According to Cotterill S. J. What is an ePortfolio? ePortfolios 2007, Maastricht

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.

The reflection was evident in approximately 81% of the students, but it took more then a month to get students to self-critique using the critical thinking  process.  Students need to learn to analyze what they are thinking, to explain the important aspects of their work, ad to solve any problems they have.  They need to synthesis their work.  Syntheses is organizing, constructing, composing and creating your finished results.  Students can organize their work in Facebook, construct new ideas, compose their work and finish their final product, but when they need to assess their finished product, many of the students believe (still) that if they give negative feedback on their own work, they will receive negative marks.  

This process is a change in the students’ concept or understanding of grading, something instilled in most children since Grade 1.  The fact that negative criticism usually means a low mark, not a means of informal assessment.  This is far from the truth. This change in the understanding of evaluation or assessment takes time, and relearning, to break this cycle of "assessment must be numbers".  This is also a huge change for parent understanding as well.  They also need to be informed of the difference between informal and formal education.

Finally, next time I start eportfolios with students it is best to explain in detail why I want students to keep electronic portfolios.  I need to explain that this is a portfolio of showing skills, but also of assessment and personal development/growth of learning.  According to Cotterill: 

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.

More consideration needs to be made of the purpose of the porfolio as well as the presentation.  Once more, an exemplar would be useful for this, one attached to my Facebook wall, so that students can see the work (and the critical thinking and self-assessment of the exemplar) and understand by example what is expected from them.  Giving out the rubric at the start of the portfolio did not work well with this group.  Perhaps with the next group it may help.

Next step, doing a similar experience with grade 8 students in Info Tech.  The students used Webnode for their eportfolios, with blogs of critical thinking and perspective of different subject matters (such as artificial intelligence, artificial limbs, cyber bullying, the life of Steve Jobs and his contribution to the computer world to name a few).  For this assessment I am looking at a partnership of parents, students and I assessing the thinking of students.  Not so much their opinion as much as backing up their opinion.  According to Dan Kurland: 
   

We are thinking critically when we

• 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.

This is my hope for my students.  We'll see if this is happening.

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.

Continuation of Self-Directed Pro D

This past month of everything going on in our school we also had a professional development day of self-directed learning.  In September the staff set some goals of learning, that they wished to accomplish over the school year.  These goals were to be attainable, and something of passion to the teacher (see entry "Making your Own Professional Development Day"), with many teachers spending much time, considering what they would like to do.  Some changed their initial goals, saying it was too much or the goal was not what they thought they wanted to do.  But like any inquiry you can change it, or it can fail, as long as you keep on trying.  

The thought is your action research inquiry question (your goal) will in some way, shape or form, change the manner in which student learning happens, be it positive or maybe negative.  But in the changing world today, we too as teachers need to change our teaching practises.  This can be through technology, or through assessment or through changing your teaching philosophy.  Mostly, this is through enhancing your passion for teaching.  Thus the need to own your own professional development.

The day went smoothly and with excitement and people demanding more time to work on their goals.  See below for an itinerary of the day:  

Pro D Day – 26^st Growing with your Goal

Date:               September 26^th, 2011

Time:             8:30 – 9:00 am. – In Library

Activity -       Breakfast – getting to know more about your colleagues

Morning Session:

Time:             9:00 – 9:15 am. – In Library

Activity -       15 minute Movie   Growth in this World

The movie is there to get you thinking about the changing world and the changes to our students.

Time:             9:15 – 9:45 am. – In your department’s chosen classroom

Activity -       Department Discussion about individual goals, and where your department is going as a group.  At least one person (or more)per department needs to share their goal in the afternoon session.  Lets be proud of what we want to learn ;)

Time:             9:45 – 11:30 – in respective classrooms.  NOTE:  Lab B110 is open for your convenience if need be.

Activity:         Working on your Goal

Remember if you need help, the people listed below are experts in our school. You go to them with your questions.  Please ask questions of them in the morning but give them their time in the afternoon to concentrate on their goals.

Anyone can change their goals at any time, but what we ask is that you share with the Pro D committee any goals so that we may aide you in your journey to learning.  Some people have not handed in their goals.  Could you please do so for planning purposes.

Ryan Neufeld:  Twitter, Wikis

Robert Dewinetz:  Fakebook, Timer online, and more.

Roger Haywood – Learning 360, Discover Ed, and CBC News Online

Jewell Thai – Glogster

Jacqueline Alvarado Cruz –  ToonDoo, Glogster

Jennifer Spain – Voice Thread, iTunes, Twitter Assignment, Storybird and Glogster

Sarah Garr - Webnode

Bryan Bucci – Webnode

Alyssa Becker – Blogging

Warren Edwards  Gizmos

Time:             11:30 – 12:00 – in the Library

Activity:         Sharing what you are doing.  At this point, could at least one person in a department share what he/she is working on or what they have learned.

Lunch:           From 12:00 – 1:00 – on your own.

                       

Time:             1:00 – 1:30 – in Library

Activity:         Another movie – this time about our students. To help you with your goal setting and changes in you’re professional learning.  Also, hopefully this video will help you to learn more about our students.

Time:             1:30 – 2:30 – in respective classrooms.

Activity:         Working on your Goals (You can work in groups with common interests or individually)

Time:             2:30 – 3:00 – in Library

Activity:         Discussion of plans to move forward (announcements)  - Jennifer Spain

Comments from Staff:

Many staff members stated they needed more time.  That it would be best to have no after lunch meeting, to just get back to work and then come back at the end to sum up.  I agree.    In the end we gave a list of web sites that may be of interested to people reading this blog but were of interest to staff.

Sites of Interest:

·      History Conflict - http://www.conflicthistory.com/  See Mustafa Gocmen

·      Portfolio and E-portfolio worksheets, self-assessments, etc – by Minister of Education of BC, Alberta, and Val Lees, Teachers in Surrey School District - http://painchaudopinion.webnode.com/portfolio-info/

·      Graphic Organizers - http://painchaudopinion.webnode.com/barrie-bennett/

·      Analysis of Web 2.0 tools of use in the Surrey School District.  Some instruction sheets and Rubrics - http://painchaud2.webnode.com/

·      Authentic Instruction - http://www.learner.org/workshops/socialstudies/pdf/session6/6.AuthenticInstruction.pdf  or http://pdonline.ascd.org/pd_online/diffinstr/el199304_newmann.html

·      Constructivism http://members.shaw.ca/priscillatheroux/constructivism.html

·      Inquiry based learning - http://members.shaw.ca/priscillatheroux/inquiry.html

·      Current Trends in Education - http://www.teach-nology.com/currenttrends/