NHEON > Office of Educational Technology > TECH PLAN GUIDE START
III. ACTION PLAN: A. Technology Access B. ICT Literacy C. Professional Development D. Community Involvement [Data] |
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Initiating
Portfolios in Your School
Case Study #1
Table of Contents 1 Purpose 2 Curriculum 3 Requirements 4 Reviewer 5 Assessment 6 Organization 7 Storage 8 Implementation This case study was contributed by the following ICT
Summer Institute 2006 participants: Vicky
Bridge, Jocelyne Kauffman, Jerry LaChance,
San Murray, Shannon Poehlman, Carla Press, Nancy Webster 1 Establish the purpose for the portfolio based on your district’s goals and mission. What do you think the purpose of the portfolio should be? The purpose of the 1-8 ICT electronic
portfolio is to document students' proficiency of New Hampshire Information and
Communication Technology Standards. This portfolio will demonstrate an
integrated approach of NHICT standards within all
What type of Portfolio would you like to create?
In grades 1-7 the portfolio will
be used for formative assessment. In grade 8 the cumulative portfolio
will be reviewed for summative assessment. In grades 1-7 the portfolio will be used to assist the teacher in
planning further instruction (formative assessment is used to plan
instruction; also known as for instruction). In grade 8 the
cumulative portfolio will be assessed to determine competency (summative
assessment measures student competency in comparison to a norm; also known as of
instruction.)
DEFINITIONS Artifacts Documents and other work samples that the owner of the portfolio uses to demonstrate the attainment of the knowledge, skills, or disposition necessary to meet a standard or address the essential question of the portfolio. Dispositions “The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment” (NCATE, 2000). Knowledge Refers to the candidate's understanding of childhood studies, based on “empirical research, disciplined inquiry, informed theory, and the wisdom of practice” (NCATE, 2000). Owner The creator of the portfolio. Portfolio Refers to “a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum” (Paulsen, Paulsen, and Meyer, 1991, p. 10). Professional Growth Portfolio Built and maintained during the undergraduate experience at PSU; artifacts and reflections, illustrating a range of completeness, are intended to show development, change, and growth. Presentation Portfolio Completed at the end of a program, and intended to contain artifacts that are complete and of “best work” quality. Reviewer Anyone, inside or outside of the institution, who has been granted permission to see the portfolio. In many cases, reviewers will be faculty members and advisees; however, clinical faculty, cooperating teachers, and potential employers are, by definition, considered reviewers. Reflection Refers to the “contemplation and consideration regarding the significance of an event or artifact; evaluation of the value and meaning of the event or artifact as it relates to a larger context” (Nonprofit Basics, 2004, p.1). Self-Rate Refers to whenever a portfolio owner uses the same assessment tool as a reviewer to gauge the quality of the portfolio intent, content, or design. Skills The ability to apply content, pedagogical, personal, and professional knowledge competently. Thanks
to PowerPoint
Assessment Portfolio Example (This
link goes to a Powerpoint file on the web.) 2 Determine how existing school or district curriculum aligns with the ICT standards. How does your current curriculum align with the ICT standards required for the portfolio? The following tool was adapted using
the resources found at NHDOE, Office of Ed Tech -
http://www.nheon.org/ictliteracy/ All classroom teachers, in collaboration with the Library Media Specialist, will complete the following table to determine what we already do in our school that can be used to generate artifacts for evidence of meeting competencies. Step 1: Start with Existing Curriculum Based on your knowledge of your district and school(s),
are there certain ICT tools and functions used in certain content areas
at certain grade levels that come to mind? Identifying them will help in
planning likely places to start working with students to gather portfolio
artifacts to be used for assessment. Make a list of at least 6 areas to start
with:
3 Determine the content requirements that will be placed in the portfolio. What content requirements does your school want in the portfolio? Consider
the following elements when developing an Assessment Rubric for 8th Grade
Digital Portfolios:
How many artifacts are necessary and adequate?
**The number of artifacts in
cumulative portfolio will reflect all core subjects and cognitive proficiencies
and must include student and teacher reflection. *In the grade 8 summative portfolios a reflection document
on the portfolio process will be required. Using the portfolio template the
student will link a minimum of six (6) artifacts, with reflections,
demonstrating ICT competencies. Artifacts may cross core curricula. 4 Determine the reviewer process for assessing the portfolios. Who will review the portfolios and how will the assessment be done? In grades 1-7 artifacts should represent core
curricular components and involve interactive assessment by student and teacher
before inclusion in portfolio. Media Specialist will collaborate with
content teacher to coordinate use of resources. Temporary ICT server will be
maintained in Library. Students in
grades 1 through 7 will store work in designated folders on the ICT
server. When an artifact is chosen to go into the portfolio, the student
and teacher will each use the appropriate rubrics and checklists for reflection
purposes. Early grades (1-2) will use a simple checklist. As the
student progresses through the grades, the reflection process will become more
comprehensive. Reflections are required as support documents when
artifacts are added to the folder.
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