**Eportfolio Planning:**

The following questions will help you to think through the many critical issues involved in electronic portfolios.

Type of eportfolio: Story telling or standards-based?

Type of academic eportfolio: Collection? Course? Program? Standard?

Which **standard**(s) will you include?

Which part of this standard? (performance indicator?)

How will you **assess** that standard?

(Are there any state rubrics? Criteria?

If you are not using a state rubric, does your own rubric/assessment specifically measure the standard in very observable ways?)

How **comprehensive** will the eportfolio be?

(How many parts will students do for any one standard?

How many different standards will the students do?

How will you explain the eportfolio to the students?

How will you** model** an eportfolio for the students?

How will you model selecting artifacts?

How will you model doing reflections?

How will you **embed **in the usual classroom learning experiences standards-based activities that help students demonstrate their growth in the standard?

1) Standards-Assessment Mapping

2) one learning activity = one standard, not many!

3) Modify old assignments or create new standards based ones

4) Label each assignment with the standard and any subpart

How will you have students do **assignments** and activities in digital format?

How will you provide activities in other than text only format (emovies, PowerPoint, digital images, etc.)

Where will students store their standards material that they might use in their eportfolio?

How will you give **feedback** on regular assignments so that students can show growth in the standard?

Will the students revise their work after your feedback? If so, how do they show their changes/improvements?

How often will you schedule student **work on the eportfolio **such as collecting all their possible assignments for a standard?

How do students select only the part of the assignment that directly demonstrates the standard?

How often will students update their eportfolio? (Monthly? Quarterly? Semester?

What type of **reflection** will show their growth?

Will you have them show you a sample reflection before they do more reflections?

How often will the students have their eportfolio **review**ed? Semester? Year? Senior Year?

**Who will assess** the eportfolio? You? The department? Other teachers?

Will students present their eportfolios at a public or a virtual presentation?

If they present at a public presentation, who will be there?

If students do not present at a public presentation, are their eportfolios self-explanatory?

Some References:

British Columbia’s Graduate Eportfolio https://www.elearning.ubc.ca/home/DirCMSSiteContent/documents/ubclc2006/Neal.ppt

Study monitors students’ work __http://64.233.161.104/search?q=cache:9HLvwHCEDF0J:www.tennessean.com/apps/pbcs.dll/article%3FAID%3D200660409023+eportfolio+high+school&hl=en&gl=us&ct=clnk&cd=12&client=firefox-a__

A portfolio webquest __http://www.uvm.edu/~jmorris/ePortquest/ePortfolioquestresources.html__

Helen Barrett’s web resources __http://electronicportfolios.com/__

Mt Edgecumbe’s Eportfolios __http://www.mehs.educ.state.ak.us/portfolios/portfolio.html__

## Teacher Portfolios- Real Student Success or Faked Success?

Published March 26, 2009 Academic , Accountability , Achievement , Administrator , Assess , Assessment , Comment , Content , Data , Eportfolio , Evaluate , Portfolio , Proficient , Teacher 2 CommentsTags: Accountability, Achievement, Data, examples, Feedback, Portfolio, Proficient, Student, student work, Success, Teacher, work

Individually, I talked to two teachers who had to present teacher portfolios and had received back comments on their portfolio. One teacher had glowing feedback. He told me how he had only put student material in the portfolio that demonstrated above proficient work. He explained that usually only one or two students in all of his classes had reached that level for each standard and so he included that work.

The other teacher had put in student work at all levels of proficiency. Her feedback focused on how she had to help students to be successful. She had included the percent of students at each level of proficiency; she had even included a graph for the proficiency rates on the four major standards. She indicated some strategies she had tried and whether each strategy succeed or did not succeed with these students.

The administrators were looking for measures of the teachers’ success in helping students to learn. They did not discern the difference between a staged or fake representation of success for a teacher and a teacher’s full disclosure about classroom learning.

How can your teacher portfolio show your growing success in reaching more and more students?

My book, Formative Assessment: Responding to Students, is available through Eye-on-Education.