E-portfolios and AssessmentforLearning



This year, for the first time, I have created an e-portfolio using Google Drive for the purposes of appraisal and as a record of my professional development. I created an evidence portfolio and linked my artefacts in this portfolio to the master document which was a school-created job description tht aligns both with my school-based responsibilities and with the Registration Criteria.  It inspired me to gather together all the digital documents I already had from the previous five years spent at my current school.  These are easily shared with my appraiser.

One issue that bears remembering, is that these documents are currenlty held on the school server.  If leaving the school, it will be important to make a copy and change the ownership of the folders which need to be created in my own private Google Drive.  What is neat about Google Drive is that none of the hyperlinks are broken when you do this.

Another type of e-portfolio that i curently use, is the assessment portfolio.  In Year Levels 1, 2 and 3 NCEA Languages programmes, there are two internally assessed portfolios, one for writing and one for interactions.  In both cases students gather together three or four examples of their language produced during the year and submit them for assessment against the standard.  Although my students still use paper for the multiple edits of their writing, their sontaneous interactions are videoed and uploaded to folders in Google Drive and selected as evidence for meeting the standard.

In order to teach junior students the principles behind portfolio assessment, we have created a log of their assessments so they can reflect on their progress and watch their improvement throughout the year, for example: Year 9 Passport 2015

Of course e-portfolios align with AssessmentforLearning principles.  According to TKI, “Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.”


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