Calfee, R.C., & Perfumo, P. Student portfolios: Opportunities for a revolution in assessment. (1993). Journal of Reading, 36(7), 532. Retrieved from http://libgate.library.nuigalway.ie/login?url=https://search.proquest.com/docview/216913792?accountid=12899
This was an interesting read regarding the use of student portfolios. Use of portfolios as an assessment has become a recent trend and fad that is running rampant, as seen in 1993. One important purpose of the portfolio is to disclose information regarding student progress and growth. This study in particular found no account of that. However, by making the portfolios digital, tracking growth and recording data has become simpler. It also allows students access to their current data in order to set goals for the next benchmark period. The study does point out that the concept of a portfolio is by design meant to be unique, something of their reputation. That being said, with this article being written in 1993 I find it interesting that with the evolution of digital makerspaces and integration of technology within the classroom, this concept of portfolios and the benefits it holds is again in the limelight for “best practice”.
Dotson, R., (2016). Goal Setting to Increase Academic Performance. Journal of School Administration Research and Development, 1, 44-46.
This reference is taken from a journal that I found insightful in the context towards setting goals. Part of a students’ digital portfolio is setting their own goals to establish ownership. Students must understand how goals are set and what needs to be in place in order to work towards these goals. Setting goals and monitoring progress along the way motivates students and interacting with their growth on a digital platform also is encouraging. Results in this thought process were very positive and showed significant academic growth. Results also depended on teachers and administrators also setting goals for themselves as a model for the students.
Egan, P. A.The relationship between student self-regulation strategies and increased student achievement: A study on how the explicit integration of self-regulation strategies impacts student reading achievement in the elementary classroom Available from ERIC. (2011266778; ED577865). Retrieved from http://ezproxy.msu.edu.proxy1.cl.msu.edu/login?url=https://search-proquest-com.proxy1.cl.msu.edu/docview/2011266778?accountid=12598
In the study of how self-regulation strategies impact student reading achievement, the results ended up inconclusive. Due to the limitations of this study the lack of statistical significance would not support the original findings and claims. The first research question that this study focused on did not show a significance between self-regulation and student achievement. However, there were positive trends that resulted from the research. Teachers’ perceptions on the ability of students to monitor their own learning progress was a positive change. When considering digital portfolios as a way for students to monitor and record their own learning progress, the teacher perception is key. The goal for current practice would be to continue seeking integration of self-regulation strategies through the use of goal setting, student collected data, and their own self-reflections. A shift of traditional roles was seen positively.
Kallick, B., & Zmuda, A. (2018, March 09). Student Portfolios: The Narrative of Learning. Retrieved from http://www.learningpersonalized.com/student-portfolios-the-narrative-of-learning/
Student portfolios truly narrate one’s learning process. This article walks through 4 attributes of a portfolio for students. Two that really pertain to my research and purpose is voice and self-discovery. In their portfolio students should have a voice and a say into what is presented and showcased. This boosts their confidence and encourages them to continue setting goals to see success and growth continue. Through the process of a portfolio students are able to discover themselves as a learner in richer ways then before. By reflecting on their work and growth students can see the narrative of learning they are writing.
Shroff, R.H., Trent, J., & NG, E.M.W., (2013). Using e-portfolios in a field experience placement: Examing student-teachers’ attitude towards learning in relationship to personal value, control, and respobsibility. Australasian Journal of Educational Technology, 29(2), 143-160.
This journal explains a study that was done with student-teachers creating e-portfolios. The purpose of this study was to focus on the students’ attitudes towards learning using an e-portfolio. This was tested in three ways, finding personal value, feeling in control, and taking responsibility. Although I work with students who are much younger and have a different view and attitude towards education I still took many informative thoughts from this journal. Taking ownership of their learning was seen to be beneficial to their overall morale and instilling engagement and constructivism. Many of the techniques and reasons behind issuing this assignment or tool can be seen as positive in an elementary setting as well.
Wall, K., Higgins, S., Miller, J., & Packard, N. (2006). Developing digital portfolios: Investigating how digital portfolios can facilitate pupil talk about learning.Technology, Pedagogy and Education, 15(3), 261-273. Retrieved from http://ezproxy.msu.edu.proxy2.cl.msu.edu/login?url=https://search-proquest-com.proxy2.cl.msu.edu/docview/61938010?accountid=12598
I found this article to be incredibly helpful in my interest project. In this case, they interacted with the students more. Students had a chance to share their thoughts and frustrations using digital portfolios. They found students talking about their learning and their progress as shown on their portfolios utilizing teachers as facilitators. When students are talking about their learning a significant learning experience happens. Another benefit digital portfolios show through this case, is the use of formative assessment as that was one main focus for the study.
Akhtar, M. What is Self-Efficacy? Bandura's 4 Sources of Efficacy Beliefs. (2017, April 08). Retrieved from http://positivepsychology.org.uk/self-efficacy-definition-bandura-meaning/
This helps me understand self-efficacy in regards to learners. In order to be successful, you must feel successful which Albert Bandura points out. This gives a definition around the self-belief in our competences which digital portfolios have the power to do. When combining goals and reflecting on those goals students are able to see their growth and build their confidence through the metacognitive process.
Barrett, H. (2009, September 15). Process. Retrieved from https://hbarrett.wordpress.com/how-to/process/
This teacher’s blog asks many important questions to ask yourself before setting up digital portfolios in your classroom. Some questions are directed towards teachers and some are more directed towards the students. Very thoughtful questions to keep the purpose of digital portfolios in mind.
Hertz, M. B. (n.d.). Using E-Portfolios in the Classroom. Retrieved from https://www.edutopia.org/blog/e-portfolios-in-the-classroom-mary-beth-hertz
This edutopia article is a great resource for teachers. This offers some useful digital platforms to help you transform your classroom to a student-centered, e-portfolio classroom. Some are free and some require a subscription. It’s helpful to explore many options before deciding on the best one for your classroom. This does not include all the resources that I share on my poster but it offers a few more as options.
Murray, T., & Sheninger, E. (2018). Learning Transformed | MACUL Community. Retrieved from https://maculcommunity.org/learning-transformed/
In conjunction with transforming learning, this article holds 8 research-based keys that describe the puzzle pieces for the redesign. One key in particular stood out to me: technology must be leveraged and used as an accelerant for student learning. I want students to take ownership of their learning and be able to track and set goals for themselves, which through technology is exciting and feasible. Through the integration of technology learning is a more personal, engaging, and rigorous experience for all students. Another key focused on creating a learner-centered environment. This concept of the physical learning space led me to think about the technology space as well. It should be learner centered and a way for students to own their learning and show evidence of their growth is through digital portfolios.