Digital Portfolios: from theory into practice

Digital portfolios are what I like to consider educational chameleons; they adapt to suit the needs of the learner. My students' e-portfolios will capture their evidence of learning in a digital community space, providing them with the benefits of blended learning. For example, they'll have more chances for expression using multiple forms of media, such as audio and video, in addition to text and images. They'll begin developing their online presence and collaborating with others. While the method for displaying work may have changed, the goal has remained. "The effectiveness of the portfolio relies on a far more traditional practice: the ability of students, parents, and teachers to create a common vision" (Niguidula, 2005). Learning portfolios provide a platform for my students, their families, and me to connect and discuss. I'll provide more feedback through various formats such as GoogleDoc comments, audio clips, or screencasts, which further personalizes student learning. Plus, there is greater room for teachers to identify trends in a learner's path of understanding by implementing assessments OF/AS/FOR learning. "It is reasonable that teachers would model this same commitment to using data systematically as it applies to their own role in the teaching and learning process" (Shepard, 2000). While it is an investment on the learner's part to construct their digital portfolio, teachers play a large role in offering chances for formative assessment.

E-portfolios support formative learning and feedback. "Kids can learn without a grade, but not without the feedback from formative assessment," (Wormeli, 2010). Students demonstrate their understanding, and I'll provide them with feedback several times throughout the learning process. They'll reflect on their work and consider their peers' thinking, too. Housing their work in a public space provides an audience for my students; they produce for their own development with the understanding that their peers will also support them. Portfolios give our class easy access to a greater variety of exemplars that we can use as models; they foster community and collaborative learning. When asked to respond to one another, my students will gain a greater sense of their own understanding because they'll have more opportunities to talk about their work, choices, and lessons they've learned. Frequent feedback is necessary, but effective feedback is critical. Effective feedback "provide(s) students with opportunities to evaluate and provide feedback on each other's work" (Nicol & Macfarlane-Dick, 2006). I am excited to get digital portfolios rolling for the upcoming group of students. With the use of their e-portfolios, I can confidently say that my students will be better prepared to discuss their own learning and understanding, recognize the objectives and value in the work they have produced, and grow their confidence in communicating and collaborating. I feel that my professional portfolio represents my learning better than any one artifact, and I hope to provide my students with the same confidence by implementing digital portfolios in the classroom.

References:

Nicol, D. J. & Macfarlane‐Dick, D. (2006) Formative assessment and self‐ regulated learning: a model and seven principles of good feedback practice, Studies in Higher Education, 31:2, 199-218, DOI: 10.1080/03075070600572090

Niguidula, D. (2005). Documenting learning with digital portfolios. Educational Leadership, 63(3), 44-47. Retrieved from http://p2047-ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=http://search.ebscohost.com.proxy2.cl.msu.edu/login.aspx?direct=true&db=eax&AN=507839321&site=ehost-live

Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.

Stenhouse Publishers (Producer). (2010, November 30). Rick Wormeli: formative and summative assessment. Video retrieved from https://www.youtube.com/watch?v=rJxFXjfB_B4.