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e​​​​Portfolios for High School Students

2019-03-07 15:54| Publisher: ipads| Views: 242| Comments: 1|Original author: ipads

Description: ​​​​Portfolios ​​​​​​​​​​​​​​​Portfolios provide an effective way for teachers to document and monitor student progress. In the past, porftolios were commonly seen in art as it was ...

​​​​​​​​​​​​​​​Portfolios provide an effective way for teachers to document and monitor student progress. In the past, porftolios were commonly seen in art as it was a concrete way to look at the broad range of art the students had completed. Most porfolios represented the completed work and these were often shared at student led conferences. Recently ePortfolios have become a popular tool for managing this method of assessment and teacher are realizing their benefits.


Bene​fits of ePortfolios​​

1. Multiple ways to document work - In the past, paper copies of student work was the most common means of capturing student work, but w​​ith the creation of apps for mobile devices, students can now collect work as a movie, an audio clip, an animation, cinemagraphs, social media posts, images, or text. The wide array of tools available to capture student work in the various forms of media make for rich, descriptive and thoughtful ePortfolio posts. Click here for more information on documenting student learning.​​

2. Ability to Capture the Process - Research has shown the reflecting on the process has a significant impact on student learning. ePortfolios make it easier to capture the process the students use to complete a task or assignment. Specifically, mobile devices are often readily available and can be used for this purpose, and the ability to immediately post it online to one's ePortfolio (regardless of where the student is), makes the documentation of the process much easier. One aspect not to overlook is the need for students to reflect on the process they used and comment on how the process went, whether they would do some part differently next time, what parts of the process were challenging or easier, etc...​ This reflection on their work allows students to explore the ideas at a deeper level and allows them to make connections with other ideas and information from all aspects of their learning.​

3. Seamless Communication Between SPT - ePortfolios make it easier, in most situations, to communicate with parents / guardians at home. In the past, students were relied on to bring work home and share it with parents. Sometimes the work did make it home and a discussion about the work ensued, but sometimes the work either ends up at the bottom of a backpack or never makes it out of the student's desk / locker. By posting the work on an ePortfolio, it is more likely that the work will be seen by them; furthermore if there is a place for parents to comment on the work, it is more likely that a discussion at home between parent and student will be had. Recent advancements in the use of notifications make this even more efficient that parents get to see student work.

4. Formative Assessment - Documenting the process as well as the product allows teachers and students to realize the level of understanding not only at the end but during the learning phase of the lessons. This is particularly important for the understanding of bigger ideas, which are a cornerstone of BC's redesigned curriculum. In documenting their work and making connections to the big ideas, students can better realize where the pieces fit into this large puzzle we are putting together within our units of study.​

ePortfolios: Document and Generate Learning
​- share student work
​- students can easily reflect on their learning


Here are more questions to prompt student reflection:
•        What have I accomplished?  
•        What have I learned?
•        With what do I need help?  
•        What did I do to help myself?  
•        What skills or strengths do I have?  
•        How did I improve?
•        What did I do well?  
•        What am I confused about?  
•        What difference did my contribution/work make?  
•        How did I make a difference?  
•        Why should I do this?  
•        How is what I did important?  
•        What were my expectations?  
•        What surprised me?  
•        Was I effective?  
•        How did my understanding change?  
•        How did I feel about it?  
•        What have I learned about myself?  
•        How is this related to my studies?  
•        What was the most satisfying part of my study?  
•        Why was this satisfying to me?  
•        What was my most valued contribution?  
•        What did I find most interesting or challenging?  
•        How did I see my role and what were my feelings about that role?  
•        What disappointments/successes did I experience?  What have I learned from them?  
•        What life skill did I acquire?  
•        What was my greatest insight?  
•        What were my most important understandings?     
•        Where do I go from here?  What am I going to work on next?  
•        What do I want to know more about?  
•        What impact…?  
•        What will I do differently next time?  
•        What am I going to do about this issue?  
•        What has this prepared me for?  
•        How has this affected my goals?  
•        How can I help or educate others about this issue?  
•        How can I continue my work in this area?
•        How does this piece of work demonstrate my learning?  
•        What did I like most about the study?  Least?  
•        What did I do to inform others of what I learned?  



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Quote ipads 2019-03-07 15:50
Edited by ipads at 2019-03-07 15:53

Examples of student ePortfolios


Notice how the following WatCV career and competency eportfolios focus on the articulation of professional, transferable skills combined with evidence of these skills. Although some may spotlight the same skills, their stories and the evidence they provide highlight each student’s individuality. Take a moment to listen to Eric Van Dijk describe how the WatCV activity helped prepare him for a successful interview.
  • Danielle Juneau. A human-centred design ePortfolio spotlighting leadership, design thinking, teamwork and communication.
  • Danielle Cruz, Knowledge Integration. Sharing experiences, current projects, and the development of a number of professional, transferrable skills.
  • Kevin Liu, Mechatronics Engineering. Illustrating problem solving, teamwork and decision-making skills.
  • David Nightingale, Arts and Business. Focusing on transferable skills such as teamwork, leadership and oral communication.
  • Nareefa Nasruden, Doctor of Pharmacy Candidate. Illustrating how she has used communication, decision-making and teamwork skills.
  • Carla Rodrigo, Drama. Providing evidence of how she uses professional, transferable skills initiative, written communication and critical reflection.

The ePortfolios linked below are creative, fun, and effective. Although they use different approaches (and ePortfolio platforms), they are alike in embodying the student's reflections on his or her learning while at the same time showcasing his or her achievements.   
  • Anson Chan. In his ePortfolio, Anson reflects on his past journey of growth and transformation at the University of Waterloo and beyond, and also looks ahead to his future plans for career and personal success.
  • Emily Sutherland. Emily developed her ePortfolio for an Arts and Business course (ARBUS 200). The instructor asked students to use their ePortfolio to present their unique selves in a creative and professional manner through design, artifacts, and reflections.

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