A digital
portfolio is stored and organized digitally, utilizing digital tools both in
the learning process and in the documentation. Yet, the technology of digital
portfolios has become even more sophisticated, using several web services, like
the online publishing and the access from any place and in any time. Inspired
by these advances and by the fact that high quality, ‘e-portfolio’ services are
provided for free, I’ve decided to embrace the idea of the digital/online
portfolio, in my educational practice and particularly as an assessment
practice.
An e-portfolio might include text, images,
videos, blog entries, hyperlinks, files for download, etc. It can be used both as
a platform for self-expression and as a learning record, providing actual
evidence of achievement, an e-portfolio, like the typical printed portfolios
should demonstrate:
a) The
basic aspects of student’s participation,
b) The
criteria for judgment,
c)
Evidence of the student’s self-reflection.
The
abovementioned three requirements are truly significant since they denote that
an e-portfolio, should present not only the owner's achievements in relation to a specific project, but
also it needs to demonstrate:
-Why
the owner (or the group) selected the specific artwork,
-How
the students feels about their competence in the subject,
-How
they evaluate their work in relation to the specific criteria, etc.
And since the assessment is part of
the learning process and the assessor and the assessed interact with each other,
the criteria for assessment should not be given but perceived and negotiated,
both by the teacher and the students. Yet, they should be clear and
understandable by all the participants.
What I expect
from this action
Portfolio
assessment has the closest ‘fitness for purpose’ from a sociocultural
perspective, as a method that attempts, both to assess the learning process and
to engage students in representing and reflecting on their own progress. Consequently,
by this action, I expect to help students develop self-assessment abilities and
awareness of their own achievement.
The
e-portfolio could be used as:
- Formative
and summative assessment,
- Individual
and group assessment
Concluding,
I would note that the abovementioned actions were not perceived in isolation,
but rather as consisting parts of a greater plan for action.
Monitoring my own performance and development
By
implementing the above innovative plan my role as an instructor will change, from
the provider of knowledge towards the supporter of students’ learning.
Consequently, I should recruit new practices of monitoring my own performance
such as:
- Receive
feedback from students, by conducting group interviews and discussions,
- Reflect
on students’ trajectory and development. Besides, the portfolio provides a
way to track both student's and teacher’s practice.
- Reflect
on my own theoretical perspective since theory and practice are always
entangled with each other.
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