Snapshot of learning for MyPortfolio and Ultranet
Developing an ePortfolio approach
Contributed by Erin Sawyer, Fairfield Intermediate School, Hamilton
An ePortfolio approach has been developed over time through a cycle of teacher inquiry focused on the use of web based tools to:
- increase opportunities for students to reflect on their learning and seek feedback
- explore the use of online spaces to support collaboration and student ownership of learning.
In a learning focused classroom, a successful ePortfolio approach requires that students know how their learning relates to the curriculum and can contribute to identifying goals and next steps for learning.
The following teacher inquiry describes examples of the ePortfolio approach in practice.
Focusing Inquiry
Students develop goals for their learning in reading, writing and mathematics twice a year as part of the school’s reporting process. This is identified as an opportunity for students to develop increased ownership of their learning, including challenging and supporting students to develop key competencies (The New Zealand Curriculum).
Students use a range of assessment data, for example, asTTle reading, GloSS , Assessment Resource Banks (ARBS) and teacher feedback from exercise books, to identify and develop learning goals based on their learning needs and in partnership with their teacher. They identify and record how they are going to achieve the goal and how their family and teacher might support them.
When reviewing progress students include at least two pieces of evidence that demonstrate their learning in response to each goal.
After uploading or linking to evidence in their ePortfolio students evaluate whether their learning goal has been met, how they know they have learnt and next steps for learning.
“Both the LMS and ePortfolio evidence clear links to teaching and learning in The New Zealand Curriculum and assessment for learning ” Erin Sawyer (Assessment for learning)
Teaching and Learning
-
The Online Modelling Book
In this lesson students are learning to classify two and three dimensional shapes.
All lessons are recorded in an online modelling book. An interactive whiteboard (IWB) is used to record and share the learning intention, co-constructed success criteria and any relevant thinking during the lesson.
Co-constructing success criteria helps both the teacher and the student to know if the learning intention has been met.
The online modelling book is exported as an image file from the IWB software, and uploaded to Ultranet (the school’s LMS). Here it can be revisited by students and viewed by family and whanau.
Students use the success criteria:
• to show that they understand what they are learning
• when leading conversations about their learning with peers, their teacher, family and whanau. -
Evidence of Learning
In this example students are learning to classify two and three dimensional shapes and objects. Students complete a range of tasks to demonstrate their understanding of creating, describing and viewing three dimensional objects and shapes including:
Study Ladder, textbook tasks, making three dimensional models using nets, completing ARB portfolio samples and creating a three dimensional house using Google Sketchup.Tasks are identified or designed to provide multiple opportunities for students to demonstrate their learning. Students are encouraged to refer to and use the success criteria to describe and evidence their learning in relation to the tasks.
Learning Inquiry
As a result of the teacher inquiry there has been an increased understanding of the links between teacher practice, effective pedagogy and e-learning (NZC p.34-36). Implementing an ePortfolio approach does not happen in isolation. ePortfolios, as a place to evidence both progress and achievement for students, are an outcome of the learning and the related tasks and activities that students experience and select as evidence of their learning.
Increasingly students are being encouraged to share evidence of their learning in relation to The New Zealand Curriculum through their ePortfolios. Evidence includes bookwork, photos of models, explanations of understanding, screenshots of online learning activities, and video recordings. Some of the evidence that students include is also sourced through Ministry of Education resources such as the ARBs and NZMaths.
The importance of developing school wide objectives and a shared understanding of the purpose, for students, teachers and the wider community, are essential when planning for success (Digital portfolios: guidelines for beginners). As a result decisions on ePortfolio implementation are more likely to be informed by the principles of the curriculum, which put students at the centre of teaching and learning (NZC Online).
“The level of understanding and reflection that my students are demonstrating through their artefacts provide valuable learning for students as they monitor and understand their learning progress. The ePortfolio is an approach that students can continue to engage with and develop as they move through secondary and tertiary education and possibly future career pathways” (Erin Sawyer)
Resources:
- NZMaths for Shape Units of Work
- The New Zealand Curriculum Standards for Mathematics
