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:

 

Helen Fitzgerald, Zina Jones, Kathy Mahanes, Pamela Paquette,

Melissa Senecal, Jen Shone, Stan Shupe

 

 

 

When making decisions, you might want to use this simple group decision making process…

 

Brainstorm List as many ideas as the group can develop

Clarify Ask questions about ideas on the list for clarification and understanding

Combine Lump similar ideas or strategies into categories

Rank Place the newly formed categories of ideas in order to preference

Discuss Narrow down the list to a few favorite ideas

Agree Come to a consensus on the idea that best suits the team

 

Remember these important factors when considering ideas and solutions…

 

Educational What is the pedagogy behind this idea?

Functional How does this idea actually work?

Technical What technology or equipment is required for this idea to function properly?

Administrative What are the policies, procedures, and budgets required for this idea to work?

 

 

Establish the purpose for the portfolio based on your district’s goals and mission.

 

Determine how existing school or district curriculum aligns with the ICT standards.

 

Determine the content requirements that will be placed in the portfolio.

 

Determine the reviewer process for assessing the portfolios.

 

Design the assessment rubrics to be used for assessing the portfolios.

 

Establish the portfolio organizational framework to be used when building the portfolios.

 

Establish the method for storage of the portfolio.

 

Implement the portfolio generation and assessment process in your school.

 

 

 

What do you think the purpose of the portfolio should be?

The purpose of this digital portfolio is for students to show technology literacy across content areas. It will demonstrate technology competency using real world connections. It will be a culmination of the work through grade 8. Using the ICT Literacy Standards as a guideline, the portfolio will showcase student performance and personal growth.

 

What type of Portfolio would you like to create?

 

This portfolio will be a summative assessment of learning using the ICT Literacy Standards as a minimum guideline. It will also be formative assessment in that it will demonstrate the student's growth over time and "provide teachers and parents with a richer picture of what students know and are able to do, as well as their ongoing development."

 

When do you want the ICT competencies to be demonstrated?

 

The competencies will be an ongoing K - 8 collection of evidence and artifacts that will demonstrate a combination of individual student pieces of work and the learner's reflection. The portfolio will have its final evaluation during Grade 8 using a rubric that is introduced later in this case study.

 

How do you want the ICT competencies to be demonstrated?

 

The competencies will be integrated into the content curriculum areas and demonstrated as a connection of technology with evidence of content knowledge. The competencies will demonstrate ICT Literacy Standards as well as GLE's for the student.

 

 

Now that you have established the purpose of the portfolio…

 

How does your current curriculum align with the ICT standards required for the portfolio?

 

Determine what you already do in your school that could be used as artifacts for evidence of meeting competency. It is suggested that grade level teams meet to determine what projects, lessons, activities that are already in the curriculum could be easily adapted, or modified or added to in order to be appropriate for use in the ePortfolio.

 

Are there existing curriculum activities which produce digital artifacts?

 

There are projects in each curriculum area that can be adapted to include technology that will meet ICT standards as well as core area standards.  These items will be included in the portfolio each year as determined by the teacher evaluator and the student.  We are reinforcing the core content areas to use current curriculum projects and work with the technology subject matter expert to create a digital artifact. Teachers may want to work in grade level teams to connect the GLE's, NH Curriculum Framework Standards, local school initiatives and the ICT Literacy Standards within their lessons and projects to better assist students in choosing artifacts for their eportfolios.

 

 

The portfolio will be a template in conjunction with the equipment available in the school. To give the school time to acquire better technology equipment we chose a phase-in process for adding artifacts to the portfolio of the students. We recommend that the school use their homeroom or morning advisory time to work on portfolios. It is expected that teachers will be attending ongoing professional development to prepare all teachers even if their particular content area is not contributing to the portfolios during Phase 1. The portfolios must be reviewed as an ongoing process every year by each grade level team of teachers. We suggest using the end of grade eight rubric so that both teachers and students know what has been done and what is left to do. This is important so that a student does not get to the end of grade eight and realize that they have more to do than they have time left to get it done. The school can also use each year's evaluation for improving the process of building portfolios within their school. Teachers can use the information for discussion among themselves or self-evaluation as to the effectiveness and appropriateness of their lessons for portfolio inclusion.

 

Phase 1: The introductory page and autobiography and one content area artifact demonstrating mastery of a GLE. No multimedia artifacts required.

 

Phase 2: Each content area will have one artifact included that demonstrates technology standards and GLE's, but multimedia is not required. In Science the artifact should include an image.

 

Phase 3: Each content are will have a minimum of one artifact included that demonstrates technology standards and GLE's. Multimedia is expected to be included as well as student feedback on their artifacts. The portfolio will have a final assessment for the 8th grade and must meet Rubric Expectations.

 

*All About Me page is simply the introductory page for the student's portfolio. See the same portfolio for an example.

 

 

How many artifacts are necessary and adequate?

 

See above chart for specifics prior to full implementation.  Full implementation will have at least one digital artifact per discipline.

 

Will the number of artifacts required change as students advance to higher grades?

 

The list of artifacts will follow the above chart and will incorporate emerging technologies. Students will be given the opportunity to reflect and include artifacts that reflect evidence of learning.  See above table and artifact list for suggestions. A suggested artifact list may be found at http://nheon.org/ictliteracy/index.htm .  For a sample ePortfolio and its rubrics see the attachment at the end of this case study.

 

 

 

Now that you know the content that will be required in the portfolio…

 

Who will review the portfolios and how will the assessment be done?

 

Core Content Teachers must annually review portfolios as a team according to rubric expectations as per ICT Literacy Standards and provided future benchmarks.  If an advisory program is implemented, this could be used to assess the ICT Literacy Standards as developed by the NH DOE. This would help with management of the content of the portfolio. Core teachers will be assessing submissions as they are placed into the portfolio.  The final assessment will be completed by the 8th grade team.  There is an opportunity to complete a formative assessment by grade level teams.  Technology integrators (if applicable) will be the Subject Matter Experts (for ICT) and should be involved in the review process each year.

Tracking of review process will include checklist and signature page. There will be a signature page included for each grade level.

 

 

Once the protocols for review have been established…

 

What criteria will be used to assess the completed portfolios?

 

Develop a rubric or rubrics which will be used for assessment of the portfolios in your school. We have attached some sample rubrics to get you started.

 

What kinds of assessment rubrics will be needed?

 

Assessment rubrics will be needed for each individual artifact included in the portfolio.  The individual assessments need to be created and maintained by the individual instructors that initiate the artifact.

 

Also as a resource -   http://nheon.org/ictliteracy/index.htm 

As you scroll down, you will find assessment rubrics for individual artifacts completed by the Merrimack School District. These rubrics include a suggested artifact list, word processing/desktop publishing, graphing, spreadsheet with formulas, and slide presentation.

 

 

What categories, descriptors, and levels will be most useful?

 

To facilitate a consistent means of assessment, the topics are adapted from the NECAP - proficient with distinction, proficient, partially proficient and substantially below proficient. The assessment topics would be part of the rubric for word processing/desktop publishing, graphing/spreadsheet and slide presentation.

 

Final Portfolio Assessment – 8^th Grade

This rubric may be used for self-assessment and peer feedback.
Evaluation scale:
A - Exemplary: 32-36 points
B - Proficient: 28-31 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 28 points

Rubric for Electronic Portfolio

CRITERIA	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Ethical Responsible Use	9 points All artifacts demonstrate knowledge of ethical, responsible use of technology.	6 points Most artifacts demonstrate ethical and responsible use of technology.	3 points Some artifacts demonstrate ethical and responsible use of technology.	0 points No artifacts demonstrate ethical and responsible use of technology.
Selection of Artifacts	9 points All required artifacts and work samples are clearly and directly related to the purpose of the portfolio.	6 points Most required artifacts and work samples are related to the purpose of the portfolio.	3 points Few required artifacts and work samples are related to the purpose.	0 points Most artifacts and work samples are unrelated to the purpose of the portfolio.
Reflections	9 points All reflections clearly describe why artifacts in the portfolio demonstrate achievement of each standard or goal and include goals for continued learning. All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	6 points Most of the reflections describe why artifacts in the portfolio demonstrate achievement of each standard or goal and include goals for future learning. Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	3 points A few reflections describe why artifacts in the portfolio demonstrate achievement of each standard or goal and include goals for future learning. A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	0 points No reflections describe why artifacts in the portfolio demonstrate achievement of each standard or goal and do not include goals for future learning. No reflections illustrate the ability to effectively critique work or provide suggestions for constructive practical alternatives.
Use of 21st Century Tools	6 points All of the photographs, graphics, sound and/or video enhance reflective statements, create interest, and are appropriate examples for one or more standards. All audio and/or video files are edited with only high quality shots or sound and effectively enhance reflective statements, create interest, and are appropriate examples for one or more standards. with proper voice projection, appropriate language, and clear delivery. Background audio is kept in balance and does not overpower the primary audio. Information is included concerning the size of the files when providing links to images, sounds, movies, or other files. Creativity and original ideas enhance the content of the eportfolio in an innovative way	4 points Most of the photographs, graphics, sound and/or video enhance reflective statements, create interest, and are appropriate examples for one or more standards. Most of the audio and/or video files are edited with only high quality shots or sound and effectively enhance reflective statements, create interest, and are appropriate examples for one or more standards. with proper voice projection, appropriate language, and clear delivery. Background audio is kept in balance and does not overpower the primary audio. Information is included concerning the size of most of the files when providing links to images, sounds, movies, or other files. Most of the files show use of creativity and original ideas to enhance the content of the eportfolio.	2 points A few of the photographs, graphics, sound and/or video are inappropriate and no not enhance reflective statements or create interest, and are inappropriate examples for one or more standards. A few of the audio and/or video files are edited with inconsistent clarity or sound (too loud/too soft/garbled) and ineffectively enhance reflective statements, do not create interest, and are inappropriate examples for one or more standards. A few files have background audio that overpowers the primary audio. Information is included concerning the size of a few of the files when providing links to images, sounds, movies, or other files. Some use of creativity or original ideas is evident that enhances the content of the eportfolio.	0 points The photographs, graphics, sounds, and/or videos are inappropriate, do not enhance reflective statements, and are inappropriate examples for one or more standards or are distracting decorations that create a busy feeling and detract from the content. Audio and/or video files are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled) and ineffectively enhance reflective statements. The audio and/or video files are inappropriate examples for one or more standards. The background audio overpowers the primary audio. No information is included concerning the size of files when providing links to images, sounds, movies, or other files. No use of creativity or original ideas is evident that enhances the content of the eportfolio in an innovative way
Captions	3 points Each artifact is accompanied by a caption that articulately explains the importance of that particular work including title, author, date, standard addressed and description of the importance of the artifact.	2 points Most of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, standard addressed and description of the importance of the artifact.	1 point Some of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, standard addressed and description of the importance of the artifact.	0 points None of the artifacts are accompanied by a caption that articulately explains the importance of that particular work including title, author, date, standard addressed and description of the importance of the artifact.
Ease of Navigation	3 points All of the portfolio navigation links and all sections (standards, artifacts, and reflections) connect back to the main table of contents.     All external links to all connecting websites connect.	2 points Most of the portfolio navigation links and most sections (standards, artifacts, and reflections) connect back to the main table of contents.     Most of the external links to connecting websites connect.	1 point Some of the portfolio navigation links and some sections (standards, artifacts, and reflections) connect back to the main table of contents, but in other places the links do not connect to preceding pages or to the original index page. Some of the external links to connecting websites do not connect.	0 points There are significant problems with portfolio navigation links and many sections (standards, artifacts, and reflections) do not connect back to the main table of contents or preceding pages or to the original index page. Many external links to connecting websites do not connect.
Layout and Text Elements	3 points The eportfolio is easy to read with appropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. The layout uses horizontal and vertical white space appropriately.   The background and colors enhance the readability of text.	2 points The eportfolio is generally easy to read with appropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. A few minor format changes would improve readers' accessibility to the content. The layout uses horizontal and vertical white space appropriately in most places. The background and colors enhance the readability of text in most places.	1 point The eportfolio is often difficult to read due to inappropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. Some formatting tools are under- or over-utilized and decrease the readers' accessibility to the content. The layout uses horizontal and vertical white space inappropriately in some places. The background and colors are distracting in some places and decrease the readability of text.	0 points The eportfolio is difficult to read due to inappropriate visual organization of information using fonts, point size, bullets, italics, bold, and indentations for headings and sub-headings. Many formatting tools are under- or over-utilized and decrease the readers' accessibility to the content. The layout uses horizontal and vertical white space inappropriately and the content appears cluttered. The background and colors are distracting and decrease the readability of text.
Writing Mechanics	3 points The text has no errors in grammar, capitalization, punctuation, and spelling.	2 points The text has a few errors in grammar, capitalization, punctuation, and spelling requiring minor editing and revision.	1 point The text has errors in grammar, capitalization, punctuation, and spelling requiring editing and revision. (4 or more errors)	0 points The text has many errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision. (more than 6 errors)
TOTAL POINTS					/36

* Adapted and used with permission from Joan M. Vandervelde (University of Wisconsin – Stout) with the provision that this statement appear on any reprints of this case study. The original rubric is located at: http://www.uwstout.edu/soe/profdev/eportfoliorubric.html

Other Resources from University of Wisconsin - Stout:

Index of Online Assessment Resources for K-12 Teachers located at: http://www.uwstout.edu/soe/profdev/assess.shtml

Examples of Teacher Created Rubrics for Assessment located at: http://www.uwstout.edu/soe/profdev/rubrics.shtml

 

Now that the assessment rubrics have been developed…

 

What kind of organization system will be used to generate the portfolios?

 

Students will organize their work in documents, spreadsheets, or a slide presentation that would be saved in their grade level portfolio folder. Students would have the opportunity to add hyperlinks and other suggested artifacts to their same folders. For this initiative to be a success, students would take ownership by reflecting on their learning as well as engaged in their own success.  The eportfolios will be presented to parents by the student with the assistance of their advisory teacher during parent-teacher conferences.  The storage of the portfolios will be on a server and can be burned onto their own CD at the culmination of 8th grade year. The portfolios will be organized according to grade level folders and then subdivided by with some additional buttons for students to individualize their portfolios.

 

 

 
7 Establish the method for storage of the portfolio.

 

When the organizing framework for the portfolios have been established…

 

How will the student portfolios be stored by your school?

 

At the beginning, the template for the portfolio will be stored on the server for the library and will be burned to a CD at the end of 8th grade for the student's future audiences and the school's vision.

 

Students will have to use individual flash drives if their computers have USB ports, floppy disks or folders on the server if they do not have USB ports.  It is assumed that within three years they will have come up with a better solution as their equipment is updated or replaced. It is possible to store each student’s files in a separate folder on the school server. The portfolio can be created as a folder within the student’s larger folder.

 

 

8 Implement the portfolio generation and assessment process in your school.

 

Now that you’ve got the portfolio process solved…

 

When should we start using the portfolio program in our school?

 

 In this scenario, a phase-in budgetary approach was presented with the ICT Literacy Standards as a guideline for the school district.

 

Good luck!