portfolios

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I’ve had three chances now to assess my students’ eportfolios for letter grades, and I love ’em. Portfolios and students, that is, not grades. Yes, my school still requires letter grades each quarter, but I hope that someday these sorts of learning portfolios that we are building can be shared without having to be cheapened by labeling them with a simple letter rating. A good portfolio can stand on its own and doesn’t need somebody like me to point out whether it is awesome or not. In fact, in my perfect future world each kid who applies for college or a job fills in their application (most are online by now) and pastes in a link to their portfolio. Colleges and employers can click to see what sort of person they are getting, complete with writing samples, content-area knowledge, evidence of skills gained and so on. No more silly essay questions and no more inflated resum├ęs full of made up extracurricular activities, just a real record of what the student actually accomplished in school. Yes, I know they will take time to read, believe me, but you are about to create your future student body or workforce. Don’t you want to know what they’re capable of?

Vision of a grade-less future aside, here are some reasons why I’ll keep using online portfolios at least into next year:

1. The portfolio fills the gap in evidence for Standard 8: Self-reflection

Ever since I started using standards-based assessment, I’ve used 9 major standards as the backbone of all my classes. One of the nine (insert Lord of the Rings reference here) is content-specific knowledge, four are science process skills, two are communication/tech/21stC skills, and two are the touchy-feely standards of self-reflection and contribution to the learning community.

Before the portfolios were implemented, students managed to produce a wide variety of evidence for the community standard (successful group projects, blog comments from within and beyond the school, stats on page views for certain blog posts) but had a rough time performing self-reflection. Sure, a few people got it and wrote long, involved blog posts about what they did best and what they would change about their work habits, but most students were flummoxed by the idea of writing what seemed to them a fake-sounding, possibly brown-nosing post full of what the teacher wanted in a “reflection.”

With the eportfolio, though, self-reflection and analysis of one’s work are built into the system. Students are given a blank Google Sites template for the portfolio at the beginning of the year and are asked to select the evidence of learning that goes on each page. They not only have to include links to relevant blogposts or other artifacts that they have created, but they also need to justify to the portfolio reviewers why they feel that a particular artifact meets the goal of that particular section of the portfolio. So on each portfolio page, if done well, there exist links to student products and the students’ rationale for why they believe that those artifacts demonstrate that they have mastered a particular standard. Win! There’s even an entire page of the portfolio devoted to the self-reflection standard so that students can’t miss the fact that it’s a major skill that I want them to practice. That page gets used differently from student to student, but some of the most impressive ones I’ve seen have a running dialog with themselves from quarter to quarter about how the portfolio is shaping up.
For example:

sample student Standard 8 portfolio page

another sample student Standard 8 portfolio page

2. The portfolio streamlines the demonstration of evidence of learning in a standards-based course

Instead of poking through blog posts on a student blog, which are organized by whenever the student decided to sit down and create them, the portfolio allows the reviewer(s) to see at a glance which major topic and skill standards have been addressed by each student. Don’t misunderstand me, the blogs are a vital piece of communication between the student and I as they are learning, but when the quarter or semester grade rolls around and I need to switch to judge mode, it’s a lot easier for me to do SBG with the portfolio than it was with a student blog by itself.

3. The portfolio can be an amazing record of progress towards specific goals.

As mentioned above, I use only 9 major standards for the whole year for each class. You can bet we have repeat attempts to demonstrate each one, that’s kinda the point of choosing only the 9 really important things that I want kids to be able to do. In the example Standard 8 pages above, you can see that this plays out in the portfolio on individual portfolio pages where students have retained their discussion of that standard from previous quarters and so can refer back to what they previously said or thought.

So, yes, I will keep using the portfolios. They aren’t all perfect and there are, of course, varying levels of student commitment to the idea. But, for not a lot of extra work, students leave each of my courses with a record of what they really did to earn that lovely letter on their transcript. I can only hope that someday someone important in their life will find their portfolio more useful than that lovely letter.

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I was recently invited by my colleague Kelly Jo Smith to participate in a podcast discussion about standards-based grades. There has been enough of a stir about SBG at our school lately that she thought it would be good to get several teachers who are trying it out to go “on tape” discussing our experiences of SBG.

I was joined by Justin Miller (art teacher), Eva Rodriguez (Spanish teacher), and Kelly Jo (language arts and drama teacher) for a great conversation that I managed to record and push out as a podcast. It really was a very affirming conversation and I think we all came away feeling a little less alone in our struggles with reforming our grading systems to reflect learning rather than completion.

I’m not a huge fan of podcasts due to my short attention span, but I think this sort of extended conversation about a topic is exactly why podcasting was invented. If you are at all interested in how teachers in several disciplines are using standards-based grades then you might want to give it a listen.

 

 

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Q: What’s an ePortfolio?
A: Let me start by saying that, like most of what I use in my teaching, I didn’t invent ePortfolios and I can’t answer for everyone since ePortfolios mean different things to different people. But I will define an ePortfolio as an online space that gets used to collect and showcase evidence of individual student learning.

Q: You mean its like a blog?
A: Sorta. Blogs certainly can be used to show what a student has learned. In fact, thats how my classes operated last year, with student work nearly exclusively being posted to personal blogs. But an ePortfolio is different from a student’s blog. A blog is organized chronologically by date of publication, but an ePortfolio is organized by skill and content area standards and represents an attempt to prove that those standards have been met.

Q: Why add another site for students to manage? Isn’t a blog enough work?
A: What I found with the blogs was that students worked incredibly hard and produced amazing pieces of work but often couldn’t tell me which standards their posts met. As long as I was the only one evaluating their work, the standards for the class mattered only to me. Self-reflection of learning was really missing.

Q: So how does creating an ePortfolio lead to more self-reflection?
A: For starters, students have to look through all the blog posts that they have written so far and select which ones will go into their portfolio and on which pages to include them. This leads naturally to a discovery of which standards have a lot of evidence of mastery and which have less. Furthermore, there is a page within the portfolio that is for evidence of self-reflection, either in blog posts or as demonstrated while completing the portfolio. Many students used this page to assess the current status of their learning as shown by the portfolio.

Q: You mention pages in the ePortfolio and have many references to “standards.” How are the two related?
A: Each skill and content area standard gets its own page in the portfolio, which will vary with the content of each course.

Q: How did you decide which skill and content area standards to use for the pages in the portfolios?
A: The short answer is that those are the standards that I piloted last year as I implemented standards-based grading in each of my anatomy, biology, and chemistry courses. All of my science courses share the same set of 9 major skill standards, the first of which is broken down into specific content areas for each course. The common skill standards are those things that usually get called science process skills: graph interpretation, experimental design, lab and research skills, to name a few. The content-specific standards were derived from the Colorado Community College standard competencies for each individual course.

Q: These portfolio pages you keep referring to, where are they, exactly?
A: In a student-owned Google Site.

Q: ?
A: Early in the school year, I built a template site for each subject area course in Google Sites and then shared those templates to our district’s GoogleApps domain. Students could then go into Google Sites and create their own portfolio site from the template that I had created. Since the template had pages set up for each skill and content area standard, each student portfolio site also had these pages set up automatically as well. All students have to do is edit each page of the portfolio to include their blog posts, reflections, and other artifacts such as test scores that demonstrate mastery of that particular standard.

Q: So when do I get to see one of these ePortfolios?
A: The ePortfolios live within our schools’ GoogleApps domain and are mostly set to be visible only within our district at the moment. However, a few seniors have hit on the idea that colleges and scholarship providers might be interested in their work, and so have made their portfolios publicly visible. Here are a few links that I think will work:
Steven’s A&P ePortfolio
Audie’s A&P ePortfolio
Katrina’s A&P ePortfolio
Steven’s Chemistry ePortfolio
I hope to convince more students to make their portfolios public and will add links as they do so.

Q: Ok, I’m interested enough to want to know more. Got any references for me?
A: Here are a couple links to get you started:
Levels of eportfolio development in k-12 schools
Creating student portfolios with Google Sites

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Pearltrees screenshot-anatomy class portfolios

This is just a quick post to share a neat tool for keeping track of student websites called Pearltrees. I ran across this article recently and thought this might be useful for organizing all of my student sites that I need to keep track of. As I’ve mentioned before on this blog, I keep track of individual student blogs using RSS feeds. But there are many times that I want a simple way to pull up a student website to show to a student, administrator, or parent, and an RSS feed reader is ok, but clunky for that purpose. I’ve bookmarked my student blogs, too, of course, which works but lacks any style or graphic organization.

Perhaps all the iOS and app downloading frenzy that went on this week and the resulting extra time spent on the iPad had something to do with it. Or maybe it was the fact that our 1st quarter grading period ends next week and I’ll need to be evaluating all of my students portfolios. Either way, the thought of a graphical interface that could easily locate student websites seemed really appealing to me so when I saw the article on Pearltrees and it’s new iPad app, I checked it out.

Their app is simple to use and makes use of a bookmarklet to capture any site you choose. As you might see in the screenshot above, I now have each class in its own “pearl” and can easily find individual student portfolios in each class. It’s also amazingly easy to flip from one student site to the next within a class so that should speed up the evaluation process. At least it will make it a little more aesthetically pleasing. Eye candy ain’t all bad.

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