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All my school year in a Digital Portfolio

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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  
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
Skill level: Beginner
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
Grade level: 6-8
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
For Educators:
  • Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
Additional detail: Student presentation

Proposal summary

Purpose & objective

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.

Supporting research

LibApps. (2019). Digital Portfolios for Teaching and Learning. Retrieved from:

Missouri Department of Elementary and Secondary Education. (n.a). Guidance for Using Student Portfolios in Educator Evaluation. Retrieved from:

Sewell, M., Marczak, M. and Horn, M. (n.a.) The Use of Portfolio Assessment in Evaluation. Retrieved from:

TWP Academy. (2018). What is an ICB Portfolio of Evidence (PoE)? Retrieved from:

UNSW. (2019). Assessing by Portfolio. Retrieved from:

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Marina Fairchild, Oxford School
Isabel Bustindui, Oxford School
ROSA ESTRADA, Oxford School
Juan Pablo Dada, Oxford School

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