MULTIMEDIA

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MULTIMEDIA e-PORTFOLIOS A Window Into the
Learners Mind

• Evangeline Harris Stefanakis
• Administration, Training and Policy
• Boston University
• ADAPTED FROM EU E-LEARNING, Krakow, Poland
• Maastricht, Netherlands, October, 2007

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E-Portfolios Make Learning Visible
Documents Evidence of Teacher
Development Process
Products
Curricular Modules
Wiki or E-Journal
Micro Teaching
Philosophy Metaphor
COLLECTIONS, SELECTIONS REFLECTIONS OF
LEARNING creating a personalized theory
of knowledge that guides practice
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Assessment for Learning
Learning
Accountability
Self Assessment
Standardized Tests
Informal Feedback
Performance Based
Rubrics
Portfolios
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Schools As Sorters- Lewis Terman / Intelligence
Tests 100 Years of Testing Chapman 1922
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CLARIFYING THE PURPOSES OF ASSESSMENT

• IMPROVE STUDENT LEARNING
• Making learning visible to students (Seidel et
  al)
• Fostering reflective learning which is self
  adjusting
• Acknowledging and celebrating learning
• Communicating learning to families and the wider
  community
• IMPROVING TEACHERS TEACHING
• Adjusting instruction to meet the needs of
  individual students
• Fostering reflective teaching which informs
  practice
• Communicating learning to multiple constituencies
• Improving the capacity of schools to reach high
  standards of student achievement

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PERFORMANCE ASSESSMENTS LEARNING PROCESS
PRODUCTS What does this work tell about this
individual as a
Artist
Scientist
Linguist
Mathematician
Cooperative Learner
Reflective Learner
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BUILDING A LEARNING CULTURE WHY USE e-
PORTFOLIOS?

• Because students invest their work with meaning,
  and purpose-when their work is consider for those
  qualities.
• Because looking students work using
  multimedia-graphics, ,pictures, stories,
  journals, or projects provides a view into the
  individual and the teaching/ learning
  environmentgtgtemployers see technologically
  ready employee
• Because a longitudinal view of students work
  provides a picture of growth, progress and
  continuity over time
• Because portfolios provide assessment based on
  evidence of individual students effort- not a
  list of test scores.

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GETTING COMMUNITIES STARTED using MI Theory
e-PORTFOLIOS

•      1. Start slow, small, work together
•   Discuss portfolio purposes uses in work groups
  , faculty meetings
•        Let communities know portfolios are
  beginning. Enlist help teams.
•      Conduct reviews of a student using
  student work as evidence.
•      2. Find time as a faculty to discuss
  define
• Shared purposes about portfolios-gt a system for
  portfolios
•      MI in assessment to pluralize/
  personalize learning
• The uses of rubrics to define criteria/ quality/
  standard setting
• Organization of courses for portfolio use,
  demo, exhibitions
• Technology organizes, store the images, words,
  acts of learning
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UK EU Policies call for A COMPREHENSIVE
ASSESSMENT SYSTEM e PORTFOLIOS
Performances compared To normative group
Level of mastery of curriculum components
Attempted interventions
Collected Information about Student
Students strengths, interests, challenges
Students challenges
Students current status
Students goals
Family/ Parents Expectations
Instructional plan for achieving goals
Adapted from the K. Guinee