Case Study 5

Initiating Portfolios in Your School

Case Study #5

The school for Case Study #5 is in a small rural school district with 500 students. The school has an old computer lab, but does not have Internet access. Students are taught keyboarding and word processing, but little else. A few of the teachers attempt to integrate technology skills into their curricula, but the majority do not. The school board is not very concerned with the new ICT standards, even though they were advised of them.

Table of Contents

Introduction

Process

1 Purpose

2 Curriculum

3 Requirements

4 Reviewer

5 Assessment

6 Organization

7 Storage

8 Implementation

This case study was contributed by the following ICT Summer Institute 2006 participants:

Diane Beaman, Erv Connary, Elizabeth Dunton,

Joni Mastronardi, Lisa Moore, Derek Patterson

Introduction to

Initiating Portfolios in Your School

When making decisions, you might want to use this simple group decision making process…

Brainstorm List as many ideas as the group can develop

Clarify Ask questions about ideas on the list for clarification and understanding

Combine Lump similar ideas or strategies into categories

Rank Place the newly formed categories of ideas in order to preference

Discuss Narrow down the list to a few favorite ideas

Agree Come to a consensus on the idea that best suits the team

Remember these important factors when considering ideas and solutions…

Educational What is the pedagogy behind this idea?

Functional How does this idea actually work?

Technical What technology or equipment is required for this idea to function properly?

Administrative What are the policies, procedures, and budgets required for this idea to work?

Process for Initiating Portfolios in Your School

Establish the purpose for the portfolio based on your district’s goals and mission.

Determine how existing school or district curriculum aligns with the ICT standards.

Determine the content requirements that will be placed in the portfolio.

Determine the reviewer process for assessing the portfolios.

Design the assessment rubrics to be used for assessing the portfolios.

Establish the portfolio organizational framework to be used when building the portfolios.

Establish the method for storage of the portfolio.

Implement the portfolio generation and assessment process in your school.

This portfolio plan is based on the scenario outlined below. Depending on your district's individual assessments and needs, you may wish to change parts of this plan to suit your needs. Please feel free to use and change any parts of this portfolio outline as you wish. Good luck!

Scenario:

You are in a small rural school district with 500 students. Your school has an old computer lab, but does not have Internet access. Your students are taught keyboarding and word processing, but little else. A few of your teachers attempt to integrate technology skills into their curricula, but the majority do not. The school board is not very concerned with the new ICT standards, even though they were advised of them.

1 Establish the purpose for the portfolio based on your district’s goals and mission.

In light of your school goals and mission…

What do you think the purpose of the portfolio should be?

To create a digital portfolio to address ICT standards in a teacher and student user-friendly way.

What type of Portfolio would you like to create?

· The portfolios will be formative in order to improve understanding, and encourage growth through feedback with a summative piece that will be evaluated in the eighth grade to be sure that students have met all ICT standards through their portfolios. As the formative piece of each portfolio, each student will review and reflect upon the technology aspects of their porfolio and artifacts. Our portfolios will be created using the limited technology available to our district, but will include all ICT standards using creative applications of the technology available.

When do you want the ICT competencies to be demonstrated?

· The competencies can be demonstrated by collection of evidence and artifacts at each grade level.

How do you want the ICT competencies to be demonstrated?

· The competencies can be integrated into the content and demonstrated in connection with evidence of content knowledge. We will collect evidence of meeting the standards through projects that students complete within the subject areas during their school career.

2 Determine how existing school or district curriculum aligns with the ICT standards.

Now that you have established the purpose of the portfolio…

How does your current curriculum align with the ICT standards required for the portfolio?

Determine what you already do in your school that could be used as artifacts for evidence of meeting competency.

Are there existing curriculum activities which produce digital artifacts?

We will start by using projects that teachers already use in their classrooms and adapt them to employ more technology. This can involve scanning student work, taking digital pictures, or using computer software to create the artifacts and save them in student folders. Tech mentors will help other teachers adapt projects. Willing teachers could showcase an activity they used for an artifact at a staff meeting or other all staff gathering. Something that would only take 2 minutes to show and other teachers could easily replicate.

Can such artifacts be used in portfolios?

Yes, artifacts can also include "projects under development" to demonstrate technology standards utilized by student in transitions stages.

Are they appropriate to use?

Yes, although not all artifacts will make it into the final portfolio.

Are there areas which deserve more curriculum development?

The use of the different hardware and software for students AND teachers. Integrating with specialists such as the media specialists, the tech integrator, art, music, guidance, P.E., etc.

Are there any areas of redundancy?

To avoid redundancy, there should be periodic check ins to discuss what skills are being covered by which teachers. In areas where there is redundancy, at higher levels it is expected that the skill will be taught in greater depth. Because the teachers will have access to student folders, teachers will be able to look at student portfolios and assess areas of need.

3 Determine the content requirements that will be placed in the portfolio.

Once you have determined what you already do in your school that could be used as portfolio evidence…

What content requirements does your school want in the portfolio?

All subject areas should be represented at least twice during the eight years of the portfolio, demonstrating all parts of the ICT digital portfolio standards.

Decide the number of artifacts to be used in the portfolio, and whether or not that will change with grade level.

How many artifacts are necessary and adequate?

There should be sufficient artifacts to show mastery of portfolio standards. Artifacts can be any item that shows growth toward the standards, and does not need to be a large finished project. It may include standardized tests, observations, student work, and reflections by the student. All teachers are responsible to give students opportunities to produce digital artifacts so that the students have ample selection to produce a portfolio that showcases the standards.

Will the number of artifacts required change as students advance to higher grades?

Not necessarily. At the younger grades, students could be producing many small artifacts, while older students may produce fewer larger, more complex projects.

4 Determine the reviewer process for assessing the portfolios.

Now that you know the content that will be required in the portfolio…

Who will review the portfolios and how will the assessment be done?

Portfolios can also be reviewed by teams of teachers, school board members, administrators, parents, community leaders, or any other group that our school deems capable of evaluating the portfolios for students. This can show students the importance of technology in the world.

Determine protocols by which the portfolios will be reviewed and assessed.

Should the content teachers review the content artifacts?

Yes, they should be reviewed as the students produce the artifacts.

Should this be done at each grade level in a formative manner?

Yes.

How should these reviews be tracked?

Each year, the homeroom teacher will review the portfolio with the student and discuss how the student has demonstrated understanding and proficiency of the ICT standards. This should be done at each grade level in a formative manner (reflection of the year's growth). A sample chart for different portfolio purposes follows; all four categories are needed over the K-8 portfolio assembly.

Growth Portfolios: What samples might be included?

Purpose	Some possible inclusions
a. to show growth or change over time	· early and later pieces of work · early and later tests/scores · rough drafts and final drafts · reflections on growth · goal-setting sheets · reflections on progress toward goal(s)
b. to help develop process skills	· samples which reflect growth of process skills · self-reflection sheets accompanying samples of work · reflection sheets from teacher or peer · identification of strengths/weaknesses · goal-setting sheets · reflections on progress towards goal(s) · see more detail below under Process below
c. to identify strengths/weaknesses	· samples of work reflecting specifically identified strengths and weaknesses · reflections on strengths and weaknesses of samples · goal-setting sheets · reflection on progress towards goal(s)
d. to track development of one or more products or performances	· obviously, drafts of the specific product or performance to be tracked · self-reflections on drafts · reflection sheets from teacher or peer

Tables courtesy of Jonathan Mueller

http://jonathan.mueller.faculty.noctrl.edu/toolbox/portfolios.htm#purpose

5 Design the assessment rubrics to be used for assessing the portfolios.

Once the protocols for review have been established…

What criteria will be used to assess the completed portfolios?

The NETS (National Education Technology Standards), the Information Literacy Standards and the 21st Century Literacy skills.

Develop a rubric or rubrics which will be used for assessment of the portfolios in your school.

What kinds of assessment rubrics will be needed?

There is need for an overall assessment rubric for assessing the Digital Portfolio to meet the NH ICT Literacy Standard.

Selection of Artifacts	0 points No artifacts relate to the purpose of the portfolio.	1 point Minimal artifacts relate to the purpose of the portfolio.	3 points Artifacts relate to the purpose of the portfolio.	5 points All artifacts relate to the purpose of the portfolio and are incorporated into all subject areas.	Total Points
Reflections	0 points No reflections explain why the artifact was chosen, how the artifact proves accomplishment in the goal, a self evaluation of the work or a plan for future improvement.	1 point Minimal reflections explain why the artifact was chosen, how the artifact proves accomplishment in the goal, a self evaluation of the work and a plan for future improvement.	3 points Reflections explain why the artifact was chosen, how the artifact proves accomplishment in the goal, a self evaluation of the work and a plan for future improvement.	5 points Reflections explain why the artifact was chosen, how the artifact proves accomplishment in the goal, a self evaluation of the work and a plan for future improvement and are incorporated into all subject areas.
Basic Operations and Concepts	0 points No evidence of application of computer skills.	1 point Minimal evidence of application of computer skills.	3 Points Evidence of application of computer skills in the majority of work completed.	5 Points Evidence of application of computer skills are incorporated into all subject areas.
Social, Ethical and Human Issues	0 points No evidence of understanding of social, ethical and human issues.	1 point Minimal evidence of understanding of social, ethical and human issues.	3 points Evidence of understanding of social, ethical and human issues.	5 points Evidence of understanding of social, ethical and human issues has been incorporated into all subject areas.
Technology Productivity Tools and Strategies	0 points No variety of productivity tools and strategies are evident.	1 point Not enough variety of productivity tools and strategies are evident.	3 points A variety of productivity tools and strategies are evident.	5 points A wide variety of productivity tools and strategies have been incorporated into all subject areas.
Technology Communication Tools and Strategies	0 points No evidence of application of communication tools and strategies.	1 point Minimal evidence of application of communication tools and strategies.	3 points Evidence of application of communication tools and strategies.	5 points Evidence of application of communication tools and strategies have been incorporated into all subject areas.
Technology Research Tools and Strategies	0 points No evidence of application of research tools and strategies.	1 point Minimal evidence of application of research tools and strategies.	3 points Evidence of application of research tools and strategies.	5 points Evidence of application of research tools and strategies have been incorporated into all subject areas.
Technology and Information Problem Solving and Decision Making	0 points No evidence of application of problem solving and decision making.	1 point Minimal evidence of application of problem solving and decision making.	3 points Evidence of application of problem solving and decision making.	5 points Evidence of application of problem solving and decision making have been incorporated into all subject areas.
ICT Skills demonstrated in All Subject Areas	0 points No evidence shown.	1 point Minimal evidence shown.	3 points Evidence shown in some subject areas.	5 points Evidence shown in all subject areas.
				Grand Total