All my school year in a Digital Portfolio
Participate and share : Poster
Thursday, December 3, 12:00–1:00 pm PST (Pacific Standard Time)
Marina Fairchild Santiago G Stebelski Isabel Bustindui Sofía Ortiz Ibáñez ROSA ESTRADA Juan Pablo Dada
Students show and explain how they made their digital portfolio of evidence created as a website, with self-selected digital evidences/achievements of their work throughout the school year. Students self-assess and reflect on the skills and learning acquired during the year, teacher's feedback and their improvement goals.
|Audience:||Coaches, Teachers, Principals/head teachers|
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Microsoft Sway|
|Topic:||Assessment/evaluations/use of data|
|ISTE Standards:||For Coaches:
Teaching, Learning and Assessments
|Additional detail:||Student presentation|
Students create a Digital Portfolio of Evidence using Google Sites or Microsoft Sway to monitor, self-assess, and self-reflect on their own learning process, achievements, and personal and technological skills acquired throughout the school year.
° Create a digital Portfolio of Evidence that support students’ own knowledge construction.
° Make learning visible by creating a digital Portfolio of Evidence using Google Sites or Microsoft Sway to present the data, work, achievements, self-assessment, and personal reflections on their own learning process throughout the school year.
° Foster engagement, motivation and pride in students by letting them choose their work and tell their story through evidence and feedback from their teachers.
° Let students reflect on their learning process, challenges they faced, acquired personal and technological skills, and teachers' formative feedback to develop deeper learning, and a deeper sense and knowledge of themselves.
° Communicate in Spanish and English (second language) to explain the purpose of their presentation and tech tools used for this project.
By creating a Student Digital Portfolio of Evidence, Middle School students are able to tangibly see the development and progress they made throughout a course, and the tech tools they were able to master. It allows them to reflect on and take responsibility for their own learning process and for the learning itself.
LibApps. (2019). Digital Portfolios for Teaching and Learning. Retrieved from: https://stmary.libguides.com/c.php?g=702475&p=4987857
Missouri Department of Elementary and Secondary Education. (n.a). Guidance for Using Student Portfolios in Educator Evaluation. Retrieved from: https://dese.mo.gov/sites/default/files/Portfolio-Handbook.pdf
Sewell, M., Marczak, M. and Horn, M. (n.a.) The Use of Portfolio Assessment in Evaluation. Retrieved from: http://methodenpool.uni-koeln.de/portfolio/USE%20OF%20PORTFOLIOS%20IN%20EVALUATION.htm
TWP Academy. (2018). What is an ICB Portfolio of Evidence (PoE)? Retrieved from: https://twpacademy.edu.za/icb-portfolio-of-evidence/
UNSW. (2019). Assessing by Portfolio. Retrieved from: https://teaching.unsw.edu.au/assessing-portfolio