Resources

Research and Resources:

• Becoming a self-regulated learner: An overview

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

Zimmerman explores the importance of teaching students to be self-regulators. The practice of helping students set goals and evaluate their own work is something he says increase student achievement and personal confidence. Zimmerman outlines the three cyclical phases that make up the structure of self-regulated learning. The forethought phase occurs before learning,the performance phase occurs during learning and finally the self-reflection phase occurs after learning.

• Digital Portfolios: A confluence of portfolio assessment and technology

Crow, J., Georgi, D., & Crowe, J. (1998). Digital portfolios: A confluence of portfolio assessment and technology. Teacher Education Quarterly, 73-84.

Georgi and Crowe explore the current trends with integration of technology in the classroom and the push to create performance-based portfolios. Their findings show that students can display their learning in a variety of meaningful ways through the use of digital portfolios. The main focus is exploring the affordances and constraints of using portfolios for assessment and how technology can strengthen this practice.

• Digital Portfolios: A tool for learning, self-reflection, sharing and collaboration

Tolsby, H. (2001). Digital portfolios: A tool for learning, self-reflection, sharing and collaboration. Learning in Virtual Environments. Retrieved from https://scholar.google.com/scholar?q=%22Digital+portfolios%3A+a+tool+for+learning%22&btnG=&hl=en&as_sdt=0%2C5

Tolsby explores the evolution of portfolios from a tool for assessment to a tool for extending learning for teachers and students. Tolsby argues that portfolios can help create a community that is focused on process and progress instead of a product.

• Digital portfolios: fact or fashion?

Woodward*, H., & Nanlohy, P. (2004). Digital portfolios: fact or fashion?. Assessment & Evaluation in Higher Education, 29(2), 227-238.

Woodward and Nanlohy researched developing a digital portfolio through lens of students in a teacher degree program. The focus of their research is on the benefits and drawbacks of using the newer platform of digital portfolios to support their portfolio development, and whether the technology was more of a novelty. They discovered that a balance is integral to maintaining the purpose of portfolio development.

• E-portfolios: Documenting student progress

Garthwait, A., & Verrill, J. (2003). E-portfolios: Documenting student progress. Science and Children, 40(8), 22-27. Retrieved from https://search.proquest.com/docview/236937404?accountid=12598

Abigail Garthwait and Jim Verrill explore the use of e-portfolios through a project in a third grade classroom. Their initial focus was to use the electronic portfolios in science, but by the end of the project they were being used in many other parts of the classroom as well. They discovered portfolios can be used for a number of purposes such as assessment, student development, and communication.

• Embracing Reflective Practice

Davies, S. (2012). Embracing reflective practice. Education for Primary Care, 23(1), 9-12. Retrieved from http://dx.doi.org/10.1080/14739879.2012.11494064

Davies discusses the need for reflective practice, specifically for healthcare professionals, though she recognizes the applicability to all professions. Her article highlights some of the benefits of reflection, such as encouraging self-directed learning. She also emphasizes how reflecting is not intuitive, so guidance and supported should be provided at the onset.

• Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.

Nicol and Macfarlane-Dick recognize the importance of students taking control of their learning. They focus on feedback and formative assessments as the practices to help students become self-regulated learners. The authors offer seven principals to use in the classroom to help students begin using and generating feedback. They also provide strategies that can be used to provide feedback.

• Impact study of e-portfolios on learning

Hartnell-Young, E., Harrison, C., Crook, C., Pemberton, R., Joyes, G., Fisher, T., & Davies, L. (2007). Impact study of e-portfolios on learning.

A research team from the University of Nottingham conducted a study to investigate the way e-portfolios can have a positive impact in student learning. Their main focus was to establish guidelines for future planning and to help educators implement e-portfolios into their classrooms. What they found was portfolios need to be part of teaching and learning combined instead of standing on their own. They also recommended seeking opportunities to allow portfolios to be shared for specific purposes.

• Reshaping assessment in education: Some criteria in search of practice

Eisner, E. W. (1993). Reshaping assessment in education: Some criteria in search of practice. Journal of Curriculum Studies, 25(3), 219-233.

Eisner examines differing definitions of assessment and evaluation. He then goes on to explain the five functions of assessment, which emphasize that assessments should echo problems of the real world and should not be limited to a solo performer.

Other Online Resources:

• 4 Free Web Tools for Student Portfolios

Guymon, D. (2014, May 20). 4 Free Web Tools for Student Portfolios. Edutopia. Retrieved from https://www.edutopia.org/blog/web-tools-for-student-portfolios-dave-guymon

Dave Guymon provides information about four free web tools that could be used to create student portfolios. He provides information about the benefits and drawbacks of Kidblog, Google Sites, Evernote, and Three Ring.

• 5 Reasons to Use Digital Portfolios in Your Classroom

Nichols, J. R.. 5 Reasons to Use Digital Portfolios in Your Classroom. Teachthought. Retrieved from http://www.teachthought.com/the-future-of-learning/technology/5-reasons-to-use-digital-portfolios-in-your-classroom/

Nichols provides the five reasons she believes digital portfolios positively enhance the classroom. She also provides information about why there is currently a switch from paper portfolios to digital portfolios. Although this is one person's opinion, she brings forward some valid reasons digital portfolios are beneficial in education.

• Assessment for Learning & ePortfolios

Rate, N. (2008). Assessment for Learning and ePortfolios. Retrieved from http://www.core-ed.org/assets/Uploads/UploadsVince-Ham-eFellowships/nick-eportfolios.pdf

Nick Rate examines the ties between effective pedagogy, formative assessments, and the role of digital portfolios through the lens of the New Zealand Curriculum. He performs two case studies in elementary classrooms and his findings show that eportfolios supports the process of learning.

• Digital Portfolios in the Age of the Read/Write Web

Donaldson, Jonan. (2012, October 31). Educause Review. Retreived from http://er.educause.edu/articles/2012/11/digital-portfolios-in-the-age-of-the-readwrite-web

Donaldson discusses how digital portfolios help create active experiences for students through the use of technology. The article details many of the benefits and drawbacks of using digital portfolios including intrinsic motivation, autonomy, collaboration, digital literacy and digital citizenship.

• EPortfolios and Self-Reflection: Powerful Pedagogical Tools for Learning

O'Connor, M. (2014, July 21). EPortfolios and Self-Reflection: Powerful Pedagogical Tools for Learning. Retrieved from https://teachingcommons.stanford.edu/teaching-talk/eportfolios-and-self-reflection-powerful-pedagogical-tools-learning

O'Connor, an Academic Technology Specialist at Stanford University, discusses ePortfolio pedagogy in this article. Studies on metacognition and self-reflection play an important role in academic achievement and performance. She explains how artifacts in combination with self-reflection form evidence which can be communicated to an audience through the ePortfolio.

• Metacognition and Student Learning

Lang, J. M. (2012, January 17). Metacognition and Student Learning. Retrieved from http://www.chronicle.com/article/MetacognitionStudent/130327

Lang describes the impact of metacognition and its influence on what we experience in the classroom. He makes an entertaining analogy to the TV show American Idol to illustrate how undergraduate students, or terrible singers, are not accurately judging their skill level. He looks at the influence poor metacognition has on study habits, and how that is contributing to incompetence.

• To Leap Ahead: Using Digital Portfolios to Transform the Classroom

Besse, C. (2017, June 13). To Leap Ahead. Retrieved from https://edtechdigest.wordpress.com/2017/06/13/to-leap-ahead

Besse, president of the educational company FreshGrade, expresses how digital portfolios can transform the classroom. He argues that digital portfolio tools allow students to think critically about their learning and reflect in a visible way. Besse summarizes that documenting learning allows for ongoing feedback, greater ownership of student learning, and increased parent engagement in the learning process.