1. Syllabus
2. Schedule
3. Planning
4. Resources

Lesson 6



Introduction from Dr. Barrett

During this last lesson, you will focus on using portfolios for two types of assessment: assessment for learning or formative assessment (which was discussed in Lesson 4 on reflection and in this lesson on feedback) and assessment of learning or summative assessment or evaluation. You will look at some examples of rubrics for evaluating portfolios. You will be making final updates to the electronic portfolio implementation plan, including expectations/targets and a timeline. Those taking the facilitated course for college credit may submit the plan to Dr. Barrett for feedback (optional for those taking the facilitated course without college credit).

The study attached at the bottom of this page is a Masters Thesis completed by a classroom teacher and provides an interesting case study of implementing an ePortfolio with high school students. This study shows some of the challenges and outcomes of implementing portfolios with limited technical support.

Learning Objectives: You will

- make final changes to portfolio plan

- Review rubrics for evaluating electronic portfolios

Action Research Project (attached) - How one teacher implemented ePortfolios with his students: "The intent of this study was to examine how qualitative assessment in the form of electronic portfolios could be conducted to engage students in their learning."

Updated on Nov 5, 2011 by Helen Barrett (Version 19)

Subpages (2): Inputs Outputs

Attachments (2)

planning-vision-action.gif - on Sep 2, 2011 by Helen Barrett (Version 1)

final_Newbery.pdf - on Aug 26, 2011 by Helen Barrett (Version 1)