PRONOUNS: She/Her/Hers
Indiana University Purdue University Indianapolis
Soon to be IU Indianapolis
and
W231 Professional Writing Skills/ Enrollment Cap: 25
Writing Intensive/Project-Based Learning Course
For Writing Project 1, students land a client, pitch that client's project to the class, then the class votes. The five pitches that earn the most votes move forward to the Writing Project 2. a ten-week team project.
Every step of the course is carefully scaffolded. Students turn in work every class with each assignment bulding toward the goal: a formal recommendation report.
UNGRADING WRITING PROJECT 1 [WP1]: The ePORTFOLIO OPTION
ePortfolio versus Print
In an effort to give students voice and choice AND create an evaluation-free zone for ePortfolio experimentation, during WP1 students have the option to turn in their work in an ePortfolio -or- students can print their documents and turn them in using a pocket folder.
Every student builds a Wix ePortfolio in class. They learn to manage pages, insert text, add images, and create hyperlinks--all the basic tools they need to create their ePortfolios. Then, they add a recently completed assignment to the ePortfolio. After that, for Writing Project 1, students have the choice of managing the ePortfolio to turn in their work -or- print their work.
As they build the ePortfolio shell in class, they receive 5 points. These points are awarded as completed or not completed. Those are the only points affiliated with the ePortfolio during WP1.
EVERY STUDENT gets the experience of starting an ePortfolio, which gives them the skills they need later in the semester to help build the team report website.
Still Under Construction
With Writing Project 1 and Writing Project 2
Students have used ePortfolios in W231 since 2018
Some semesters 80% build the ePortfolio for WP1, other semesters it's 20%
I emphasize taking "ownership of your education" and see options to build or not build the ePortfolio for WP1 as a step toward giving students more control of their education
No other faculty/peers use this model [at this time]
Students like ungrading for WP1's ePortfolio
Students appreciate a low-risk opportunity to experiment with website building technology
Students are fascinated about the concept of "evaluation free zones" where they do work, peer review, and revisions without being critically scored during that process
Why try UNGRADING with ePortfolios?
Trust the students and trust the process.
The focus of the course is writing; I score the writing--not the ePortfolio.
ePortfolio Aspect of the FORMAL PROJECT SCORED: Yet or Not Yet
[25 points/completion]
Trust the students and trust the process. The focus of this course is writing, not ePortfolio building.
I score the writing--not the ePortfolio. I do provide feedback on the ePortfolio and will say it needs more work--not yet--if the ePortfolio is not complete.
Projects turned in as an ePortfolio must be complete to be scored
Teams rarely underperform on the ePortfolio portion of the Recommendation Report project
Why try UNGRADING then Yet/Not Yet with ePortfolios?
It is possible to structure a course so that the ePortfolio is the only practical option for sharing the student's projects due to the functionality and multi-modal possibilities.
In W231 Professional Writing Skills, the ePortfoio is so critical to the Team Recommendation Report, that if teams do the work required for the recommendation report, an ePortfolio emerges from their drafts and labor.
When the ePortfolio is complete, the team receives 25 points. If the ePortfolio is not complete, they get an email with tips for completing the ePortfolio.
Less is More. There are times that going through the process is as or more valuable to students than the score attached to an assignment. Students value "low stakes" spaces to create, revise, and share. Create spaces for students to fail, persevere, and succeed. Use scoring to reward work and progress in the early stages, then grade the final product on the disciplinary achievements.
