Researching Electronic Portfolios and Learner Engagement
The author seeks to reconcile the different needs and goals of institutions and constructivist teachers in the creation and maintenance of ePortfolios. Institutions are standards based and require a high-stakes test to measure a students’ progress in meeting the proscribed standards. Teachers who would like to take a more constructivist approach are confounded by the restraints on student centered learning. The goal of ePortfolios is to spur metacognition in our students, and hopefully see a measure of intrinsic motivation. The author suggests a compromise that would allow for assessment and not destroy the spirit of a portfolio. She suggests multiple assessments and three banks of accumulated student work where one is for the state, one is a complete set, and the last is the constructivist portfolio.
I would suggest an additional element that was alluded to but not developed in this paper. At regular points have the teacher and student together agree on goals. These goals can be based on meeting state standards, and be tailored to that student and his portfolio as much as possible. Goals make progress more tangible to the student, and offer a form of motivation as well.
Subscribe to:
Post Comments (Atom)
2 comments:
I think that you had a really good idea to have the student and the teacher work together to create goals. I also liked the idea that goals could be based on standards, student progress, or other objectives.
I agree that student and teacher should sit down at various points in the school year to discuss goals. This will help prove to the student how they are learning and their level of improvement. I also agree that portfolios should have two sides, especially if they are expected to move with the child from class to class. Both sides being Standardized Assessment and Student Centered. This way you see how they mastered the concepts on a test and what they did in class that led to that mastery.
Post a Comment