90 minutesMaking the migration from traditional reporting and assessment to using ePortfolios can be complicated and daunting, and requires a clear collaboration between students, teachers and parents. Establishing clear motivation, methodology and purpose are key to this transition. During this session, we'll share how Fairfield Intermediate has tackled these obstacles in integrating effective ePortfolio practice within the school, and the learning benefits that have come with it.MotivationWhy make the change?Motivation is the activation or energization of goal-oriented behavior.action toward a desired goal; the reason for the action; that which gives purpose and direction to behaviorPurposeMethodologyIntegrating effective ePortfolio practiceLearning Benefits

Creating the Culture for ePortfolios  Integrating effective ePortfolio practice at Fairfield Intermediate School Erin Freeman

Why use ePortfolios? Becta research: Impact of e-Portfolios on Learning Key findings include: e-portfolios benefit learning most effectively when considered as part of a joined-up teaching and learning approach, rather than as a discrete entity. The approach should include online repositories, planning and communication tools, and opportunities for both students and teachers to draw out and present e-portfolios at particular times and for particular purposes. There is then likely to be substantial impact on both learning processes and learning outcomes.

Why use ePortfolios? Becta research: Impact of e-Portfolios on Learning Key findings include: e-portfolio processes support both pastoral or social needs and curriculum outcomes e-portfolio processes and tools for organisation and communication support the learning outcomes of students with a wide range of abilities e-portfolios make progress and attainment more obvious to both teachers and students, because viewing and revisiting the repository of work reveals development, achievements, strengths and weaknesses

Why use ePortfolios? Considerations  Key considerations: Must be integrated into existing teaching and learning Need to have various purposes Both the student and teacher need to have input into the portfolio ePortfolios allow increased communication between parents, teachers and students Progress and achievement is clear to all interested parties Content is able to revised and revisited

First steps Establish the purpose of the ePortfolio Will it replace reporting? Who will own the ePortfolio? Free tools vs. commercial products Does the school actively engage in formative assessment? Will the roll out be school-wide or piloted with a small group of teachers?

Purpose: Process or Product? Process ePortfolio based on learning and reflection often 'raw' artefacts usually show progress Product ePortfolio 'Showcase' or 'Accountability' usually 'polished' artefacts can show achievement Consider Process AND Product

Replacing regular reporting? NAG 2A: (a) report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year

Replacing regular reporting? Include Progress and Achievement - raw artefacts vs. achievement artefacts Use plain language  Include references to curriculum level in achievement artefacts Ensure there is plenty of teacher feedback/comment in relation to curriculum achievement Link to curriculum wherever possible Consider longevity?  Printing?

Ownership: Student or Teacher? Who will ultimately decide what is presented? Return to purpose - if being used for reporting then Teacher must guide selected artefacts Begin with teacher direction and allow for students to select supporting evidence of achievement or showcase items Student involvement = greater motivation and greater parental buy-in

Which tool to use? School will need to undertake research to choose best tool for their needs Free vs. commercial - pros and cons for both Think carefully about sustainability - who will drive the LMS? When key personnel move on? Cost? Support?

Formative or Transformative Assessment Becomes the basis of the ePortfolio Need to ensure teachers and students understand curriculum requirements Can they identify next steps?  Are assessment tasks embedded in quality teaching and learning? Demonstrates progress and achievement

School Implementation Will the ePortfolios be rolled out school- wide? Key group of teachers? High flyers or reluctant change makers? Guinea Pigs - need to be open to change - especially if things are not working Key personnel Support of senior management and possibly LMS provider

Fairfield Intermediate's Implementation ‘Champion’ in our school to drive the implementation was a key to our success.  Selected a core group of 6 teachers to develop ePortfolios across 3 syndicates One syndicate developing ePortfolios as a complete replacement for paper portfolios

Fairfield Intermediate's Implementation Developed school-wide understanding of quality portfolio samples using paper portfolios to create consistency and in preparation for whole-school roll-out of online ePortfolios Major PD focus

Issues to consider Infrastructure: Do you have the resources to sustain frequent and consistent use of the internet? Time: Are teachers prepared to spend time adjusting their practice? Resourcing: Scanners? Projectors? Computers? Administrator? Parent access to internet: Library? After school access to computer suites?

Personnel Leadership support and encouragement Teaching and learning focus rather than technical Consistency across the school Will the pilot group be a mix of early adopters and reluctant change makers? Outside support and training Key personnel released to manage tools

Teaching and Learning Teaching and learning is the key to a successful ePortfolio Understanding of assessment process How much will the child influence the content and direction of the ePortfolio? Lifelong? Become very familiar with the New Zealand Curriculum and it's supporting documentation Share with students Increase self-directed learning in students

What do our ePortfolios look like? Evidence of progress and achievement A mixture of product and process Samples of standardised/curriculum testing, work samples, summative assessment from all learning areas Artefacts have clear links to learning Feedback from student, peers, teacher and parents Evidence for goal achievement selected by students 

What should a quality artefact contain? Evidence of the student’s progress or achievement If reporting against NZC then need clear links to the curriculum and an identified level Learning intention and success criteria to provide guidance and focus for feedback/feed forward Links to planning and assessment Opportunities for students to set and achieve learning goals with artefacts as evidence

Examples Do they have clear learning outlined? Is there an indication of what the sample should contain if it has met the learning intention? Is the success criteria present? Co-constructed or provided by teacher? Is there evidence of feedback from students, parents, teacher? Could you make a judgement about the level the student has achieved? Complete the form on the wiki

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Positive Outcomes Students are more actively involved in their learning Caregivers are given up to date information about where their child is at Teaching and learning is more focused Improved school-home relationships Learning celebrated with a wider audience Folio samples are not static and continue to be interacted with Evidence can be mixed media e.g. video Effect on Student-Led Conferencing

Next steps Developing student understanding Increasing student ownership and responsibility for selecting samples Integrating more mixed media e.g. video Continuing to develop understanding of National Standards and ensuring we are including evidence for OTJ in the ePortfolio Establishing relationships with contributing schools/secondary schools to develop consistency and sustainability Encouraging parental involvement

Tools to help your journey: Glogster Vocaroo Voicethread Cooltoolsforschools Slideboom Kompozer Youtube Zamzaar

Where to next for you? Decide on a purpose for your ePortfolios Where will the PD need to focus? Teaching and learning re: assessment practices and self-directed learning? Or tools? Who will drive the implementation? Make an informed decision about which tool  How will it integrate with the schools assessment programme? Is the infrastructure robust enough to manage increased load? Create a timeline for implementation