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New technologies are changing how we learn in schools. They have the potential to create powerful learning opportunities within personalized and networked digital learning environments. In BC there is a redesigned competency-based education curriculum with the intent to develop an education system that will prepare students for the 21st century.
Key intents of a digital portfolio within this educational milieux are the demonstration and application of learning through different means with
personalized assessment based on student agency in selection of artifacts as evidence of their learning
greater flexibility to decide how and when students are assessed
replacement of course exams for a grade to competency focused, standards-based, assessment practices.
Re-assessing how, why, and what we assess
Re-assessing how, why, and what we assess
Why use digital assessment and portfolios?
Why use digital assessment and portfolios?
Our research seeks to investigate this phenomenon as digital assessment processes offer a path to more personalized and meaningful learning that promotes competency based education for all students. Our findings show us that one way of achieving this is by means of pedagogical hacking digital technologies to promote student meta-learning. This approach to using digital technologies in education that enables instructors and students to develop skills while responding critically and creatively to technologies and the digital literacies they bring about.
The four videos posted below capture four perspectives on the use of digital portfolios generated by the respective researchers. These perspectives are based on their work investigating the use of digital portfolios in schools and in the teacher education program at the University of Victoria. The videos all speak to digital assessment leading to portfolios and can be viewed in any order.
Dr. Hong Fu
Portfolio Process: What is an artifact?
Thiago Hinkel, PhD Candidate
Platforms and Pedagogical Hacks: Creating digital portfolios
Dr. Tim Hopper
Types of Portfolios: Promoting competency-based assessment
Dr. Kathy Sanford
Focusing on Assessment: Learning as an iterative process
Featured Article
Featured Article
Sanford et al. - 2014 - Indigenous principles informing teacher education What we have learned(2).pdfIndigenous Principles Decolonizing Teacher Education: What We Have Learned
Kathy Sanford, Lorna Williams, Tim Hopper and Catherine McGregor
The article argues that conventional teacher education, heavily influenced by Euro-American-centric and neoliberal values, is colonising and inadequate for 21st-century learners, fostering competition and individualism. It advocates for decolonising teacher education by integrating Indigenous principles, particularly the Lil'wat principles. These principles, such as Kamúcwkalha (group attunement) and Celhcelh (individual and shared responsibility for learning), promote collaboration, community, and holistic development. Implementation examples, including specific courses and altered assessment methods, demonstrate how these principles can foster adaptable, culturally responsive teachers for the benefit of all students.
This article represents foundational thinking in this reseaarch project to shift education away from a colonial system by disrupting the default form of assessment. An assessment system that focuses on grade over meaningful learning and control of students over student agency in their learning.
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Connect with us
We have created this website to share what we have learned so far and to connect with individuals and teams who are also invested in this field. You are welcome to navigate the sections and visit the resources we have made available. Make sure to contact us to learn more about our work and to tell us more about yours.
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