Digital Portfolios for Assessment of Student Learning

During remote/hybrid learning I made the bold choice to "ditch that test" in favor of digital portfolios! I was Inspired by Greg Kulowiec who shared the use of Google Slides as a Video Digital Notebook for teachers to share content with students. I decided to flip the idea and instead have students create to showcase their learning in place of the traditional pencil and paper test.

Why Digital Portfolios?

To promote student agency by creating an authentic assessment of learning through the use of multimedia. Including relevance, learning standards, feedback, and reflection.

Timeframe

Two digital portfolios are completed each term as "tests" for content units. A unit can take from 2-4 weeks to complete. Students are then given 1 week to create & complete the digital portfolio for that particular unit (about 1 slide per day).

Student Agency

How will students demonstrate an understanding of the content standards? Through voice and choice! Students are challenged to reflect on their learning experience and additionally present their own examples. They also have choice in:

• writing - vocabulary, alternate concepts, related concepts
• concept application - apply concept to a new example
• image selection - from a class experience, new example of their own
• audio/video  - what to present in each format, word choice, etc.
• organization - appearance and structure of the Slides, theme of

All of the above allow for students to personalize their digital portfolio.

Standards-Based

How will students demonstrate an understanding of the content standards? Regardless of what standards you are teaching in the classroom (Common Core, NGSS, State Frameworks), you will have to review and rewrite for student use. I attempt to rewrite them in "student-friendly" language and as specific as possible. I include the standards for each Google Slide in the Speaker Notes for quick student reference (see my Conservation Laws template shared below).

Creating a Template

Students may use a teacher-created template that includes the standards, multimedia suggestions, and modifications if necessary (e.g. sentence frames). I put most of this information in the Speaker Notes for each slide, however it is also available on our LMS.

Students may also create their own Slides presentation using such online template resources as slidesgo or slides carnival using a theme of their choice.

Here is a template I created for my College-Prep Physics students Term 2 on Conservation Laws.

For a student sample, contact me: weltyteaching@gmail.com

Student Use of Technology

In creating a digital portfolio students must learn how to:

• create a Google Slides presentation
• record audio and insert into Slides

Using the website Online Voice Recorder or

now using the Chrome extension Mote

• record video and insert into Slides

Using the Chrome extension Record to Slides

• upload images to Slides
• set share permissions correctly (Anyone with a link can view)
• submit to Canvas LMS

Workflow in Canvas LMS

My school uses the Canvas LMS and digital portfolio assessment integrates well with Speedgrader. I create the Assignment and choose the option for students to submit the Website URL of their Slides. I further create a Rubric for the assignment to use for assessment. Once a student submits their portfolio, I open Speedgrader, click through their Slides and listen/watch the audio/video and use the Rubric to assess. I use Comments to provide more specific feedback to their digital portfolio.

Challenges of Digital Portfolios

After having all the instructions, standards, and templates in place, there will of course be unforeseen problems. Here are the most common problems I have encountered:

• not being able to access audio/video - students often forget to make the share settings to "Anyone with a link can view"
• advanced content - students Google information for their slides and include advanced content and examples beyond what we did in class. It is fine if they are challenging themselves and explaining in their own words, but often they use images or examples inconsistent with their learning
• concept and example - students fail to connect an appropriate example for a given concept
• no audio or video - students get in the habit of text and images for Slides and need reminded of how to incorporate audio and video

Some of these problems can be remedied with a quick email to the student, but others require more specific feedback. I have messaged students on our LMS and given detailed feedback on how they can both improve the current portfolio and future ones as well.

I have been inspired by my students work from Term 1 and continue to utilize digital portfolios throughout the year (for Term 2 and Term 3). It should be noted that another benefit of this method of assessment is time. From past surveys and conservations with this group of students, I know that a student would study 10-15 minutes if at all for a test. With digital portfolios I have seen students working for 80 minutes during class and much more undocumented time at home.  More time = more familiarity with the concepts (and maybe even more learning!).

Lastly, I further adapted the digital portfolio to fit the needs of my other classes for more independent projects (Astronomy Genius Hour and Innovations class projects). As we inch closer to Term 4, I am anxiously awaiting the opportunity for my students to experience Project-Based Learning for Waves!

Inspiration

While writing this blog post, I was going through old tabs in my browser and stumbled upon John Dorroh's "Bringing Student Choice to Assessment in Science Classes" from Edutopia. In the article he suggests new offerings for students in place of the traditional pencil & paper test. Even though a small sample size, it is interesting to note that only 6% of his students still chose to be assessed by a paper and pencil test over 6 other "modes." This article inspires me to continue to develop more innovative approaches to learning and assessment.

* This was presented at ARHS Professional Development Day, 2/22/21