In a previous blog, Student Eportfolio as Formative Assessment, I emphasized how a student can use his or her eportfolio as formative self-assessment. This time I will focus on the teacher using eportfolios to provide class and individual assistance. Let look at how Mr. Rodriquez uses eportfolios to provide summative feedback.
As Mr. Rodriquez looks at individual student’s eportfolios during Eportfolio Review Days, he uses a checklist which has student names going down and the standard skills going across. When he notices that a student is lacking a skill, he writes a number one (“1”) under that student’s skill area. He interviews the student to determine why he or she has not demonstrated that skill yet. After he has had a mini-conference with each student and offered different degrees of mini-help to those students, he looks at the skill sheet. He quickly analyzes if certain skills pose a problem for numerous skills. If his checklist is really a computer spreadsheet on his tablet computer, he can have the computer quickly calculate the scores for each skill and for each student. He can decide based on this data whether he needs to have a whole class reteaching of a concept, a grouping of students who need help in the same area, or whether he will do one on one with students who have unique learning problems.
If his students are doing their eportfolio in an eportfolio system, he can have the system produce reports as to the progress of the students. He can find out how many students have completed each standard and which standards each student has done to date. If he notices that many students have not completed a specific standard, he will interview some students to discover the reason. Depending on his eportfolio system, he may be able to see which artifacts (assignments or evidence), the students have selected. Again, he can use this eportfolio data to decide on whole class, small group or individual assistance so that each student can be successful.
How do you use your eportfolio system to help you in being a formative assessment for the success of all students?
© Harry Grover Tuttle, 2007