GENERAL GUIDELINES
To begin with, there is an interesting list of considerations collected by the Rhode Island Network for Educational Technology (RINET) related to schools making decisions about the design and structure of an electronic portfolio system. Not that we have to follow these guidelines but i have highlighted some that could be included.
+ Student Introduction-Identity
+ District goals and competencies-goals and interests
+ State goals and competencies
+ Crosswalk to GSE’s and National Standards
+ Rubrics for evaluation
+ Student reflection
+ Teacher evaluation
+ Teacher feedback
+ Summary of student achievement
+ Grade Level appropriate
+ Extensive support for multiple file formats and types including text, audio, video and graphic
+ Need to be able to query the rubrics at multiple levels
+ Ability to disaggregate data at multiple levels
+ Flexibility to have state and local rubrics
+ Web-based, supporting multiple browsers and
+ OS independent
+ Authentication based on LDAP, eRide student data, SIS interface (OR)
+ User self-provisioning - End-user responsible for initial creation and password
+ Security
+ Scalable
+ Centralized
+ Flexible
+ Predefined templates, forms and wizards-choice of templates, forms and wizards
+ Key word searchable index
+ Data collection
+ Ample storage capacity
+ Very little administrative intervention required
+ Data integration with other systems
+ Benchmarks should be available
+ Version tracking
+ Affordable -Free
+ Automated message system for teachers and students
+ Extensive online tutorials and help-‘tutorial’ interface
+ Template/wizard for novice users
+ Ample printable training and reference material available
+ Professional development system
+ Help desk support
+ Ability for student to “backup” data and save to other media and/or formats
+ Ease of “uploading” data
+ Ability for the user to make portions of the electronic portfolio public
+ Access for assistive technology for all users
+ ADA Compliant
+ Compatibility to link to outside servers to accommodate larger
TYPE OF PORTFOLIO ENTRIES-TASKS
Another interesting point to explore is the type of Portfolio entries. As entries can come from any assigment the student fulfills in school, it would be worth looking into classifying entries between those related more with classroom activities (community) and those that having to do more with the students personal interests (linked to the avatar page). RINET makes a first distinction between Classroom tasks and Independent Tasks. To read more about this topic go here…
TABLE OF PORTFOLIO TASKS
This table shows the many differences that separate tasks as they are used for different purposes with different groups of students. As a starting point it could help us work on a schematic of tasks related to curriculum activities. How do these tasks build their way in the portfolio site? what stays at the classroom page? what stays in the students own page? what makes it to the students ‘friends’ page? what is shown in the ‘public’ page?
EVALUATION
A question to be answered is - what makes a good task? What criteria does an assigment meet to be uploaded to a portfolio page. Some guidelines are found here related more to graduate student portfolios and definition of scopes and goals.
Another issue to discuss is: by whom are the portfolio assignments evaluated?Is it only teachers? Should they be ranked by one’s peers as well as the teacher? A set of initial specific guidelines that the portfolio should meet, could be discussed in class?
SETTING UP YOUR PORTFOLIO PAGE -DEFINITION OF SCOPE
In relation to the above, I believe it is important for Portfolio Entries especially in a graduate level to relate, among other things:
a) to the requirements for the desired diploma system
b) to the scope of the graduation portfolio.
