Parents helping with assessment of learning on E-Portfolios

Previously I mentioned how I was using E-portfolios for my Information Technology class since I was diversifying and differentiating my class of 31 students.  Some are doing Illustrator, some programming, others Photoshop, and others Flash.  Some are advance, doing advance work, some beginners, all at different levels and skills.  So, how do you handle it besides run around constantly and suggest changes, show different tools, and answer questions?  You get students to take control of their learning, and critically assess their own work and the work of their peers through Facebook.

Students add photos and comments in their Facebook, tagging me, or add their work to my wall.  I make comments, give suggestions, and either ask for me or praise their work, but not before they make comments on their own work, stating what they did well, what they learned, and what they should improve (many students do not do this because they are afraid of losing marks - a matter that was discussed a number of times but something that still needs work.).

But with 31 students and over 25 assignments each at this point, that's a lot of assessment and hard to give instant feedback online.  So why not get the parents involved in their learning.  Below is an assessment worksheet (2nd draft) for both parents and students to assess the portfolio.  On Tuesday this sheet is going home to parents to see the work that their child has done, to see what critical thinking students have done on their work, and parents get to see how well they are doing.  It's an informal way of assessing and informing parents of the work their child has done.  They can also go see their friends on Facebook and see what other students are doing in class, and do comparisons.

It should be interesting and I'm looking forward to the results.  A new way of assessing?  I imagine only in my classroom.  I'm sure someone has tried this before.  Make a comment, I would love some feedback.   But there is more below....

EPortfolio (Digital Portfolio) Parent Assessment and Student Self-Assessment    

Name:________________________________________

CATEGORY	Exemplary (E rating)	Proficient (P rating)	Developing (D rating)	Unsatisfactory (U rating)	RATING
Selection of Artifacts	All artifacts and work samples are clearly and directly related to the purpose of the eportfolio. – show learning and growth A wide variety of artifacts is included.	Most artifacts and work samples are related to the purpose of the eportfolio.	Some of the artifacts and work samples are related to the purpose of the eportfolio.	None of the artifacts and work samples is related to the purpose of the eportfolio.
Reflections	All reflections clearly describe growth, achievement and accomplishments, and include goals for continued learning (long and short term).	Most of the reflections describe growth and include goals for continued learning.	A few of the reflections describe growth and include goals for continued learning.	None of the reflections describes growth and does not include goals for continued learning.
	All reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	Most of the reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	A few reflections illustrate the ability to effectively critique work and provide suggestions for constructive practical alternatives.	None of the reflections illustrates the ability to effectively critique work or provide suggestions for constructive practical alternatives.
	All artifacts are accompanied by a reflection that clearly explains the importance of the item	Most of the artifacts are accompanied by a reflection that clearly explains the importance of the item .	Some of the artifacts are accompanied by a reflection that clearly explains the importance of the item	None of the artifacts is accompanied by a reflection that clearly explains the importance of the item
Writing Mechanics	There are no errors in grammar, capitalization, punctuation, and spelling.	There are a few errors in grammar, capitalization, punctuation, and spelling. These require minor editing and revision	There are four or more errors in grammar, capitalization, punctuation, and spelling requiring editing and revision.	There are more than six errors in grammar, capitalization, punctuation, and spelling requiring major editing and revision.

CATEGORY	Exemplary (E rating)	Proficient (P rating)	Developing (D rating)	Unsatisfactory (U rating)	RATING
Use of Multimedia where ask for	All/any of the photographs, graphic organizers, spreadsheets, graphics, audio and/or video files enhance understanding of concepts, ideas and relationships, create interest, and are appropriate for the chosen purpose. .	Most of the graphic elements and multimedia contribute to understanding concepts, ideas and relationships, enhance the written material and create interest.	Some of the graphic elements and multimedia do not contribute to understanding concepts, ideas and relationships.	None of the graphic elements or multimedia contribute to understanding concepts, ideas and relationships. The inappropriate use of multimedia detracts from the content..
	All audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery.	Most of the audio and/or video files are edited with proper voice projection, appropriate language, and clear delivery.	A few of the audio and/or video files are edited with inconsistent clarity or sound (too loud/too soft/garbled).	Audio and/or video files are not edited or exhibit inconsistent clarity or sound (too loud/too soft/garbled).
Documentation & Copyright	All images, media and text follow copyright guidelines with accurate citations (web sites listed)  . All content throughout the eportfolio displays the appropriate copyright permissions.	Most images/media or text elements created by others are cited with accurate, properly formatted citations (web site listed).	Some of the images, media or text created by others are not cited with accurate, properly formatted citations (web site listed from where it was taken).	No images, media or text created by others are cited with accurate, properly formatted citations.
Ease of Navigation	The navigation links are intuitive. The various parts of the portfolio are labeled, clearly organized and allow the reader to easily locate an artifact and move to related pages or a different section. All external links connect to the appropriate website or file.	The navigation links generally function well, but it is not always clear how to locate an artifact or move to related pages or different section. Most of the external links connect to the appropriate website or file.	The navigation links are somewhat confusing, and it is often unclear how to locate an artifact or move to related pages or a different section.Some of the pages connect to the T Some of the external links do not connect to the appropriate website or file.	The navigation links are confusing, and it is difficult to locate artifacts and move to related pages or a different section. There are significant problems with many of the external links do not connect to the appropriate website or file.

CATEGORY	Exemplary (E rating)	Proficient (P rating)	Developing (D rating)	Unsatisfactory (U rating)	RATING
Layout and Text Elements	The eportfolio is easy to read. Fonts and type size vary appropriately for headings, sub-headings and text. Use of font styles (italic, bold, underline) is consistent and improves readability	The eportfolio is generally easy to read. Fonts and type size vary appropriately for headings, sub-headings and text. Use of font styles (italic, bold, underline) is generally consistent.	The eportfolio is often difficult to read due to inappropriate use of fonts and type size for headings, sub-headings and text or inconsistent use of font styles (italic, bold, underline). Some formatting tools are under or over-utilized and decrease the readers' accessibility to the content..	The eportfolio is difficult to read due to inappropriate use of fonts, type size for headings, sub-headings and text and font styles (italic, bold, underline). Many formatting tools are under or over-utilized and decrease the readers' accessibility to the content.
	Color of background, fonts, and links enhance the readability and aesthetic quality, and are used consistently throughout the eportfolio.	Color of background, fonts, and links generally enhance the readability of the text, and are generally used consistently throughout the eportfolio.	Color of background, fonts, and links decrease the readability of the text, are distracting and used inconsistently in some places throughout the eportfolio.	Color of background, fonts, and links decrease the readability of the text, are distracting and used inconsistently throughout the eportfolio.

Notice there are no grades, just ratings.  I am interested in both the student's opinion of their work as well as the parent/guardian's opinion of the work the student has done so far.  It should be interesting.

I'll also be using this with my Grade 8's who are also doing an e-portofolio for assessment of critical thinking and learning.  Thanks to Intel Teach Elements for their copy.  I've edited very little, they did such an excellent job with this resource material as well as their entire training web site.  Take a look at the site.  Below is the Grade 8 assessment worksheet for both student self assessment and peer assessment.  Parents will be sent a copy of this rubric as well as have their child show them the beginning of their electronic portfolio of learning.  As stated, wish me luck.  Happening this week.

Critical Thinking Rubric

Name:  ___________________________________

Category	Exemplary (E rating)	Proficient (P rating)	Developing (D rating)	Unsatisfactory (U rating)	Rating
Identifying Important Information	I determine what concepts and relationships are important in a complex system of abstract and concrete information.	I can usually tell what concepts and relationships are important in a system.	Sometimes, I have trouble telling the difference between important and unimportant concepts and relationships in a system.	I often get important and unimportant information mixed up.
Making Inferences	I use what I know about the subject along with my personal experiences and knowledge to make reasonable inferences. I use my inferences to draw conclusions about information.	I analyze new information and make reasonable inferences.	With help, I can make inferences, but sometimes my inferences are not based on good reasons.	I usually cannot make inferences about what I am learning.
Evaluating Sources	I use several strategies for evaluating the reliability of a variety of different kinds of sources.	I use some strategies for evaluating sources.	Sometimes, I am fooled by information that is not reliable.	I often cannot tell the difference between reliable and false information.
Learning Independently	I do whatever I need to do to learn more about ideas and concepts that are new to me.	I make an effort to learn more about ideas and concepts that are new to me.	If someone reminds me, I learn more about ideas and concepts that are new to me.	I am usually happy with what I already know about information, and I do not bother to find out more.
Communicating	I can clearly and thoroughly explain my opinions by giving good reasons for them, orally and in writing.	I can explain my opinions by giving good reasons for them, orally and in writing.	With prompting and guidance, I can explain my opinions orally and in writing.	I cannot explain my opinions so that they make sense.

  Wish me luck and stay tune for the results.

Continuation of Self-Directed Pro D

This past month of everything going on in our school we also had a professional development day of self-directed learning.  In September the staff set some goals of learning, that they wished to accomplish over the school year.  These goals were to be attainable, and something of passion to the teacher (see entry "Making your Own Professional Development Day"), with many teachers spending much time, considering what they would like to do.  Some changed their initial goals, saying it was too much or the goal was not what they thought they wanted to do.  But like any inquiry you can change it, or it can fail, as long as you keep on trying.  

The thought is your action research inquiry question (your goal) will in some way, shape or form, change the manner in which student learning happens, be it positive or maybe negative.  But in the changing world today, we too as teachers need to change our teaching practises.  This can be through technology, or through assessment or through changing your teaching philosophy.  Mostly, this is through enhancing your passion for teaching.  Thus the need to own your own professional development.

The day went smoothly and with excitement and people demanding more time to work on their goals.  See below for an itinerary of the day:  

Pro D Day – 26^st Growing with your Goal

Date:               September 26^th, 2011

Time:             8:30 – 9:00 am. – In Library

Activity -       Breakfast – getting to know more about your colleagues

Morning Session:

Time:             9:00 – 9:15 am. – In Library

Activity -       15 minute Movie   Growth in this World

The movie is there to get you thinking about the changing world and the changes to our students.

Time:             9:15 – 9:45 am. – In your department’s chosen classroom

Activity -       Department Discussion about individual goals, and where your department is going as a group.  At least one person (or more)per department needs to share their goal in the afternoon session.  Lets be proud of what we want to learn ;)

Time:             9:45 – 11:30 – in respective classrooms.  NOTE:  Lab B110 is open for your convenience if need be.

Activity:         Working on your Goal

Remember if you need help, the people listed below are experts in our school. You go to them with your questions.  Please ask questions of them in the morning but give them their time in the afternoon to concentrate on their goals.

Anyone can change their goals at any time, but what we ask is that you share with the Pro D committee any goals so that we may aide you in your journey to learning.  Some people have not handed in their goals.  Could you please do so for planning purposes.

Ryan Neufeld:  Twitter, Wikis

Robert Dewinetz:  Fakebook, Timer online, and more.

Roger Haywood – Learning 360, Discover Ed, and CBC News Online

Jewell Thai – Glogster

Jacqueline Alvarado Cruz –  ToonDoo, Glogster

Jennifer Spain – Voice Thread, iTunes, Twitter Assignment, Storybird and Glogster

Sarah Garr - Webnode

Bryan Bucci – Webnode

Alyssa Becker – Blogging

Warren Edwards  Gizmos

Time:             11:30 – 12:00 – in the Library

Activity:         Sharing what you are doing.  At this point, could at least one person in a department share what he/she is working on or what they have learned.

Lunch:           From 12:00 – 1:00 – on your own.

                       

Time:             1:00 – 1:30 – in Library

Activity:         Another movie – this time about our students. To help you with your goal setting and changes in you’re professional learning.  Also, hopefully this video will help you to learn more about our students.

Time:             1:30 – 2:30 – in respective classrooms.

Activity:         Working on your Goals (You can work in groups with common interests or individually)

Time:             2:30 – 3:00 – in Library

Activity:         Discussion of plans to move forward (announcements)  - Jennifer Spain

Comments from Staff:

Many staff members stated they needed more time.  That it would be best to have no after lunch meeting, to just get back to work and then come back at the end to sum up.  I agree.    In the end we gave a list of web sites that may be of interested to people reading this blog but were of interest to staff.

Sites of Interest:

·      History Conflict - http://www.conflicthistory.com/  See Mustafa Gocmen

·      Portfolio and E-portfolio worksheets, self-assessments, etc – by Minister of Education of BC, Alberta, and Val Lees, Teachers in Surrey School District - http://painchaudopinion.webnode.com/portfolio-info/

·      Graphic Organizers - http://painchaudopinion.webnode.com/barrie-bennett/

·      Analysis of Web 2.0 tools of use in the Surrey School District.  Some instruction sheets and Rubrics - http://painchaud2.webnode.com/

·      Authentic Instruction - http://www.learner.org/workshops/socialstudies/pdf/session6/6.AuthenticInstruction.pdf  or http://pdonline.ascd.org/pd_online/diffinstr/el199304_newmann.html

·      Constructivism http://members.shaw.ca/priscillatheroux/constructivism.html

·      Inquiry based learning - http://members.shaw.ca/priscillatheroux/inquiry.html

·      Current Trends in Education - http://www.teach-nology.com/currenttrends/

College WiFi - Finally in....

For the past week and a half IMS has been working in our school to install College WiFi.  According to the Campus Computing Project, that studies IT in higher education, WiFi has been put into many high schools from New York to LA, making laptops a common school supply needed when starting school.  This addition is common in universities but will it be just as common now in high schools?  

Surrey School District tested their college WiFi on a number of elementary schools and high schools the past two years.  The result was students with IPhones, Ipads, and personal computers could come into the school, use their equipment for their work, and go home, continuing what was started in the school.  Although students at Sullivan Heights have done this previously, the exploding demand for wireless connectivity from the laptops and smartphones and the insufficient capacity of our wireless network could not satisfy the demand of students.   A personal computer would come onto the system, and one of the computers from the cart (COW - computers on wheels) being used by a teacher would be kicked off.  For a year we had two wings of our schools that could not even get any access to the wireless at all.  Teachers trying to tweet their homework to students could not get on.  What the hope is now, is that the demand for the wireless connectivity can be handed from the capacity of our network.  On the 2nd day of the connectivity of our WiFi we had over 200 connections already.  This was without any teacher laptop connected to the system as well as no school labs connected.  We're hoping to top over 600 connections.

So what was required?  Two weeks previously, while classes were going on people entered our school and replaced connection points that were previously installed, shutting down wireless completely in our school.  Before this one wing was operational (out of three wings).  This was no hardship, many teachers had given up on integrating technology through the computers in carts - they were not functioning last year, why would they start functioning now?    Teachers were told about this activity and with the promise of College WiFi they welcomed the workers with open arms, understanding this would improve their practises.  

Last week both the company putting in the wiring and IMS was back, setting up the extra access points and hooking up the entire system.  This practise took five days.  The first day, the entire school system - all computers including standup computers - was down.  We shut every down so that the server, the closet, everything was changed.  This took an afternoon, and with forewarning to all staff in the school, did not cause problems.  Office staff worked off of memory sticks, putting all documents they believed they would need on the sticks the day before and worked offline during the day.  We were all up and running by the late afternoon.  

The next two day the work was the continuation of putting in new wiring, the cleaning of the routers and more.  We cleared out (closed) the library to give space to the two teams working on this project, they needed to spread out their equipment.  By Friday the teams did not need the room, and they were moved to a smaller area. 

On Monday all laptops had to be reconfigured for the new WiFi, both PCs and Mac laptops were brought to a room, and a team from IMS worked on every one.  This process took two days due to a number of unforeseen problems, but the professionalism of IMS was evident, working through each problem easily, being courteous  to staff, and  making the change as simple as possible.  They are to be commended for their hard work and I thank them sincerely for their help.

The work was hard, harder due to the fact that  I am a teacher and was teaching half the day during this entire process.  This entire process was exhausting because while the project was going on so was the school day.  With job action, there was no release time and as the computer facilitator I knew where were all the computer laptops, who's laptop was who's, where the teachers were to give them back their laptops as soon as possible so they were not inconvenience, and answering any questions that IMS had.  I was extremely happy that we got this college WiFi but thank goodness it's over!!!  Now let the learning begin!!!

Some of the moments that stood out over this period of time were comments made by staff members, saying "You've pushed us to use technology so much, and here we are feeling withdrawal from not using it for half a day" and "I can't believe how much I miss using my computer, when do I get it back?"  It's nice that staff recognize the change of their teaching style because of computers and how technology enhances learning.  Welcome Sullivan Heights to the 21st Century of teaching and learning!    

Continuing on with E-Portfolios

It's been a while now since I've blogged for a number of reasons. I would like to blog on each reason this week.  But tonight one of the reasons is the research and development I am currently involved in with my electronic portfolios for my Grade 11/12 Information Technology Class. It has exploded on me!!

For the past month and a half, I have been teaching a differentiated classroom of students in the areas of Photoshop, Illustrator, computer programming (using Scratch from MIT - a great intro to programming in my humble opinion), and Flash.  My classroom consist of 31 students in grades eleven and twelve, some first timers in computers, others experts in some fields, novices in others.  The scope of knowledge and talent is a vast chasm.  In Information Technology you have all types of students, many want specifically to be taught a certain topic (it's been C++, Visual Basic, App programming, Effects, Virtual Reality to name a few requests).  To keep the interest of the students, I use varieties of subject matters, giving ownership of learning to students to choose a field of study, work on lessons I've developed or found for them, and when done students post to Facebook so I can follow their development.  I've set up a Facebook account that is ONLY for teaching, my students have done the same.  We have “friended” each other so that I can see the images of their work that they put on their wall.  Students critique their own work, I add my comments to theirs and I grade them out of a 5.  We have talked about grading and how to earn a 5 out of 5.  A 1 = you can do better then that and we both know it so stop fooling around.  A 3 = that's not bad, how about trying this.....  and this.....  A 5/5 = great work, can't believe how well you've done!!!  Great growth.  

If the student has less then a 5 they have the opportunity to change or revise their work and resubmit it whereas I'll critique it again.  This seems to be the selection of most students, to review, revise and continue to work.    But the work, the constructive commentary on the work of peers, and the revisions seem to go beyond what they are asked to do.  Just examine  the advance work of a student who started Photoshop this year...  I've moved this student out of Photoshop now to Illustrator to give her the challenge to make her own sketches/designs.  The object is for students to go beyond their comfort zone, to push them further.  Bernice can easily learn Photoshop on her own now.  She is now a self-learner in Photoshop.  What I want is for her to start in a new area, become passionate in learning in this area and continue to grow.  What's next?!!

Here is another example of a student going beyond the line set in the sand....  He blew away the sand and made his own sandcastle.  I laughed at his facial expression when I told him that he's surpass me in this program and lets try something new so he could continue to learn in a different field.  I had to explain that I couldn't be good in everything in computers, and neither will he be, but he should learn to explore all areas, to see what he wants to learn.  He is now working on Flash, learning to animate at a basic level.  His imagination will challenge his learning curve and his passion will make sure the two will curve upwards only.

Another group of students had the task to create a a game with three levels, use conditionals and variables in the program, using the color feature to track gains or losses in the game and just to have fun.  Click here to play his game.  I am a little unnearved and where I can take him next to challenge his abilities.  He is starting an online course in JavaScripting to continue to develop his programming skills.  The object is to make sure he understands the basics of programming, and it's application in  different programming languages like visual basic, C++, and Java.

On average Photoshop students do 20 - 29 assignments (photos on their Facebook), programming students do 12 programs (linked in their Facebook), and Illustrator students can create 18 - 20 projects by the end of the term.  With 31 students, that a lot of correcting, with an explosion of critical thinking, and development.  Now you know why I have not posted.

I need to focus the portfolios to match my goal for students.  The portfolio to not just a display portfolio but a assessment portfolio as well.  I need the students to do more self-assessment, understanding that this portfolio is to show their growth - a growth portfolio.  These portfolios have many purposes, but there is a need of training for the students for them to understand their importance.  Students are still making inappropriate comments on a professional portfolio.  To stop this I am getting students to fix up the portfolios, and parents will be invited to assess their child's work, making critical observations of growth.

Wish me luck.