Digital Portfolios
Digital portfolios as a form of authentic assessment developed as an area of personal interest throughout the program. Prior to the Master's program I was familiar with traditional paper based portfolios, but my knowledge of digital portfolios was fairly limited. I have to admit, I was extremely critical of portfolios based on my previous experiences with them. My learning in Authentic Assessment and a self-directed studies course broadened my perspective on their potential to be used as powerful learning and assessment tools.
Length - 4:26 min.
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Artifact Description:
In Authentic Assessment, we were each required to present a personally relevant case study of an authentic assessment issue. I decided to focus my case study on the use of digital portfolios as an assessment tool for learning and of learning. |
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Reflection:
My initial interest in researching the use of digital portfolios in education was two-fold. First, student portfolios were implemented as an assessment tool within my school board several years ago. However, I, like many of my colleagues had struggled to implement them effectively in the classroom. I found that often times I would start portfolios with my students, but over time they would merely occupy a space on the bookshelf as both my students and I lost interest them. My other reason for focusing on digital portfolios stemmed from their use in the Master’s program. I had decided early on in my studies that I wanted to complete the portfolio option as my capstone project. Thus, it seemed logical to learn more about the learning benefits and potential barriers to using digital portfolios as a form of authentic assessment.
The case study that I presented in the Authentic Assessment course demonstrates the challenges I experienced implementing portfolios, as well as outlines some potential strategies for overcoming these barriers. I discovered that many of my personal concerns with digital portfolios had also been cited in the literature. At times, I felt overwhelmed by the number and complexity of barriers that existed in using student portfolios as a form of authentic assessment. I ended up categorizing the challenges under 3 groupings, namely: technical barriers, classroom barriers, and institutional barriers.
My initial interest in researching the use of digital portfolios in education was two-fold. First, student portfolios were implemented as an assessment tool within my school board several years ago. However, I, like many of my colleagues had struggled to implement them effectively in the classroom. I found that often times I would start portfolios with my students, but over time they would merely occupy a space on the bookshelf as both my students and I lost interest them. My other reason for focusing on digital portfolios stemmed from their use in the Master’s program. I had decided early on in my studies that I wanted to complete the portfolio option as my capstone project. Thus, it seemed logical to learn more about the learning benefits and potential barriers to using digital portfolios as a form of authentic assessment.
The case study that I presented in the Authentic Assessment course demonstrates the challenges I experienced implementing portfolios, as well as outlines some potential strategies for overcoming these barriers. I discovered that many of my personal concerns with digital portfolios had also been cited in the literature. At times, I felt overwhelmed by the number and complexity of barriers that existed in using student portfolios as a form of authentic assessment. I ended up categorizing the challenges under 3 groupings, namely: technical barriers, classroom barriers, and institutional barriers.
Figure 5. Barriers to implementation of digital portfolios
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Organizing the challenges associated with digital portfolios in this manner allowed me to reflect on my own reasons for abandoning them in the classroom. One of my biggest issues was that I did not have a clear vision or purpose for using portfolios with my students. The multiple purposes of portfolios often leads to confusion about what should go into the portfolio and the role of the teacher and student in developing the portfolio (Niguidula, 2006). Niguidula (2006) states that a tension arises when multiple purposes come into play. Students want to show their “best work”—which they often equate with their highest grade or with the projects that require the most effort. Whereas, teachers must pay attention to the standards of their institution, and may be looking for a breadth of knowledge or skills.
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Despite the barriers that impede the implementation of digital portfolios, there is substantial research to support their potential to enhance student learning and serve as an authentic assessment tool. It is my hope that by bringing these challenges to light, I and others, may be better equipped to develop a plan of action for implementing digital portfolios in the classroom.
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Artifact Description:
After completing the Authentic Assessment course, I enrolled in the Self-directed studies course in the fall of 2014. I created a course entitled, Digital Portfolios as a Teaching, Learning and Assessment Tool in K-12 Education. The overall learning objective was to examine the growing body of literature regarding digital portfolios and develop a plan of action that would address the challenges identified in the previously mentioned case study. In the original course outline I had stated that the implementation plan would be in the form of a written paper, however, as I progressed through the course I decided that a video demonstrating the strategies I had developed was more effective at presenting my work in the course. |
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Reflection:
Creating this implementation plan was one of my most rewarding learning experiences in the program. As my 8th course it served as an opportunity to apply what I had learned from previous courses. For example, my learning from Research Methods allowed me to conduct a thorough review of the literature and guided the manner in which I measured the success of the implementation plan. I gained a deeper appreciation for conducting research as I continually questioned the validity and reliability of my data.
A critical factor for successful implementation was ensuring my classroom was equipped with sufficient technical infrastructure (Barrett, 2002; Meyer, Abrami, Wade, & Scherzer, 2011). In addition, it was necessary to ensure that my students had sufficient time throughout the week to access computers (Meyer, Abrami, Wade, & Scherzer, 2011). These were both two barriers that I had cited in the past as reasons for abandoning portfolios. In the end, I came to realize that these challenges were not as difficult to resolve as I had believed and I had used them as an excuse for avoiding the other challenges associated with digital portfolios.
More important was establishing a clear rationale for implementing digital portfolios as an assessment tool. Digital portfolios, like any authentic task, must have a clear purpose. Prior to implementation, I had to know and be able to clearly articulate the purpose of the portfolio, the intended audience, what is to be collected and how it would be collected (Ahn, 2004; Barrett, 2007; Niguidula, 2006).
Finally, opportunities to model and practice higher order thinking skills such as goal setting, selection of artefacts and personal reflection were critical elements to enhance my students’ growth and learning (Chang, Tseng, & Liang, 2014). As an elementary school teacher I found that many of my students lacked the experience applying the higher order thinking skills necessary for digital portfolios. Scaffolded lessons and pre-made templates served as a valuable tool in promoting metacognition in my students (Jimoyiannis, 2013).
While some of my students still do not see the value in creating a digital portfolio, it remains an area that I want to continue to integrate into my classroom. I have found that my students are much more reflective of their work and are beginning to display a growth mindset when provided with feedback. As an assessment tool, the digital portfolios created by my students have provided me with valuable insight into their understanding of subject specific concepts, application of high order thinking skills as well as their academic and personal goals.
Creating this implementation plan was one of my most rewarding learning experiences in the program. As my 8th course it served as an opportunity to apply what I had learned from previous courses. For example, my learning from Research Methods allowed me to conduct a thorough review of the literature and guided the manner in which I measured the success of the implementation plan. I gained a deeper appreciation for conducting research as I continually questioned the validity and reliability of my data.
A critical factor for successful implementation was ensuring my classroom was equipped with sufficient technical infrastructure (Barrett, 2002; Meyer, Abrami, Wade, & Scherzer, 2011). In addition, it was necessary to ensure that my students had sufficient time throughout the week to access computers (Meyer, Abrami, Wade, & Scherzer, 2011). These were both two barriers that I had cited in the past as reasons for abandoning portfolios. In the end, I came to realize that these challenges were not as difficult to resolve as I had believed and I had used them as an excuse for avoiding the other challenges associated with digital portfolios.
More important was establishing a clear rationale for implementing digital portfolios as an assessment tool. Digital portfolios, like any authentic task, must have a clear purpose. Prior to implementation, I had to know and be able to clearly articulate the purpose of the portfolio, the intended audience, what is to be collected and how it would be collected (Ahn, 2004; Barrett, 2007; Niguidula, 2006).
Finally, opportunities to model and practice higher order thinking skills such as goal setting, selection of artefacts and personal reflection were critical elements to enhance my students’ growth and learning (Chang, Tseng, & Liang, 2014). As an elementary school teacher I found that many of my students lacked the experience applying the higher order thinking skills necessary for digital portfolios. Scaffolded lessons and pre-made templates served as a valuable tool in promoting metacognition in my students (Jimoyiannis, 2013).
While some of my students still do not see the value in creating a digital portfolio, it remains an area that I want to continue to integrate into my classroom. I have found that my students are much more reflective of their work and are beginning to display a growth mindset when provided with feedback. As an assessment tool, the digital portfolios created by my students have provided me with valuable insight into their understanding of subject specific concepts, application of high order thinking skills as well as their academic and personal goals.
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Artifact Description:
In Foundations of Leadership I had the opportunity to create a learning portfolio as one of my summative assessments. The purpose of the portfolio was to provide a collection of artifacts and reflections to serve as evidence of learning in relation to the course objectives. |
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Reflection:
I was extremely excited when I was provided with the opportunity to create my own learning portfolio in Foundations of Leadership. I took this course at the same time I was completing my self directed studies course on implementing digital portfolios in K-12 education. As stated in my leadership portfolio, I felt it was important to complete my own learning portfolio in order to better understand my students’ experiences, feelings and needs when selecting, organizing and reflecting on artifacts. I often shared my experiences creating the leadership portfolio with my Grade 7 and 8 students so that they could see my commitment and the value I placed on the process of completing a portfolio. I found that this practice helped to create a community of learners where I was eager to share my learning with my students and they were eager to share their learning with me.
The experience of creating a digital portfolio brought to life the learning benefits that have been cited in the literature. It enhanced my metacognitive skills as I was continually setting goals, assessing my growth in relation to the course learning objectives and reflecting on my strengths and areas of need (Abrami et al., 2013; Hewett, 2004; Paulson, Paulson & Meyer, 1991). The ability to select how I presented my learning was very motivating as I was able to customize my portfolio to my liking. E-portfolios have the potential to enhance student-centred learning environments by providing students with opportunities to become active participants in their own learning (Gathercoal, Love, Bryde, & McKean, 2002). Barrett (2007) and Hewett (2004) assert that to foster deep learning students must have ownership of the portfolio as they set goals, select artefacts, monitor progress, and develop criteria by which they will be assessed.
I was extremely excited when I was provided with the opportunity to create my own learning portfolio in Foundations of Leadership. I took this course at the same time I was completing my self directed studies course on implementing digital portfolios in K-12 education. As stated in my leadership portfolio, I felt it was important to complete my own learning portfolio in order to better understand my students’ experiences, feelings and needs when selecting, organizing and reflecting on artifacts. I often shared my experiences creating the leadership portfolio with my Grade 7 and 8 students so that they could see my commitment and the value I placed on the process of completing a portfolio. I found that this practice helped to create a community of learners where I was eager to share my learning with my students and they were eager to share their learning with me.
The experience of creating a digital portfolio brought to life the learning benefits that have been cited in the literature. It enhanced my metacognitive skills as I was continually setting goals, assessing my growth in relation to the course learning objectives and reflecting on my strengths and areas of need (Abrami et al., 2013; Hewett, 2004; Paulson, Paulson & Meyer, 1991). The ability to select how I presented my learning was very motivating as I was able to customize my portfolio to my liking. E-portfolios have the potential to enhance student-centred learning environments by providing students with opportunities to become active participants in their own learning (Gathercoal, Love, Bryde, & McKean, 2002). Barrett (2007) and Hewett (2004) assert that to foster deep learning students must have ownership of the portfolio as they set goals, select artefacts, monitor progress, and develop criteria by which they will be assessed.