Electric Portfolios as Digital Stories of Deep Learning is an informative and eye-opening look at what e-portfolios can do to transform the way in which teachers assess student learning. As a teacher in a district where an emphasis is being placed on formative assessment, I found the distinction between assessment of learning and assessment for learning enlightening. I couldn’t help but notice a connection between AFL and Jay McTighe’s theory of Understanding by Design. Both seem to favor more meaningful types of formative assessment than extensive summative assessment.
The tenet I found most relevant states that assessment for learning develops learners’ capacity for self-assessment so that they can become reflective and self-managing. I could easily relate to this tenet because one of the formative assessment strategies I use most often is self assessment and peer assessment. I’m glad to know these types of assessments foster learning, and I hope to provide my students with many more opportunities to be reflective of what they have created, read, and learned.
The middle school students I teach all have access to school laptops, so creating an e-portfolio for assessment would not be an unobtainable goal. In fact, creating e-portfolios is something I should do. Not only would I be able to use their portfolios to show what they have learned, but they would be a great tool to show what and how I have used technology in my classroom. Student e-portfolios could be shared with parents, teachers, and school administrators alike.
I believe the creation and development of my e-portfolio will give me the confidence I need to use technology in my classroom and to share it with others. I also believe it will motivate me to continue to learn new technologies to stay current with the digital natives I teach. In addition, creating my e-portfolio has taught me that learning new technologies is not difficult and that it’s worth the extra time spent to learn them.
The tenet I found most relevant states that assessment for learning develops learners’ capacity for self-assessment so that they can become reflective and self-managing. I could easily relate to this tenet because one of the formative assessment strategies I use most often is self assessment and peer assessment. I’m glad to know these types of assessments foster learning, and I hope to provide my students with many more opportunities to be reflective of what they have created, read, and learned.
The middle school students I teach all have access to school laptops, so creating an e-portfolio for assessment would not be an unobtainable goal. In fact, creating e-portfolios is something I should do. Not only would I be able to use their portfolios to show what they have learned, but they would be a great tool to show what and how I have used technology in my classroom. Student e-portfolios could be shared with parents, teachers, and school administrators alike.
I believe the creation and development of my e-portfolio will give me the confidence I need to use technology in my classroom and to share it with others. I also believe it will motivate me to continue to learn new technologies to stay current with the digital natives I teach. In addition, creating my e-portfolio has taught me that learning new technologies is not difficult and that it’s worth the extra time spent to learn them.
Melissa, enjoyed reading your blog.
ReplyDelete- Richard White