During the Residency Teacher Certification program you will be asked to document evidence of your good work and the good work of your students. To accomplish this, you will set up and maintain a blog. A blog is an online journaling tool that includes links to other media (or artifacts) such as documents, images, and video. During this program your blog will be referred to as a bPortfolio. Here are several examples of other students’ bPortfolios.
Jordan Swain – Art
Lauren Hamilton – Math & Science
Heidi Ruff – Elementary
Here are four steps you can follow to set up your bPortfolio. These steps are specifically for students in the Residency Teacher Certification Program.
- Review the portfolios listed above.
What is similar about each of them? What is different?
- Create your own portfolio. (Allow several hours to complete this step.)
Go to http://spurescert.wordpress.com. This is a blog that explains how to set up your bPortfolio. Scroll to the bottom of the blog and start with the post titled Sign Up with WordPress. Read and follow the instructions for each post working your way from the bottom to the top. When you finish with the post titled A bit of Review you can come back here and move to Step 3.
- Review the bPortfolio Checklist
Open the bPortfolio Checklist and be ready to refer to it in Step 4. This checklist is included in the Residency Teacher Certification Handbook and can be found on the School of Education website.
- Watch this playlist of 7 bPortfolio workshop videos (Allow 30-45 minutes to complete this step.)
This will help you make sure that your bPortfolio is ready for use in the Residency Teacher Certification Program.
David Wicks, Assistant Professor, Director of Instructional Technology, Seattle Pacific University
Andrew Lumpe, Professor, Associate Dean, School of Education, Seattle Pacific University
Abstract: When institutions switch from a program assessment system to individual learning portfolios, students spend more time reflecting upon, personalizing, and documenting their work. During such a transition, assessment design becomes more challenging. Alignment of artifacts to program standards is essential to ensure continuity of learning and program documentation. We describe a transition from a sterile electronic portfolio system to a learner centered, reflective blogging portfolio (bPortfolio) using free WordPress.com accounts. Session attendees will receive access to examples of portfolio entries, assessment rubrics, and strategies for using four types.
Presented at the 3rd Annual Emerging Technologies for Online Learning Symposium in San Jose, California on July 22, 2010.
- Add and configure columns for assignments, quizzes, tests, and other assessments.
- Enter scores, comments, and include feedback.
- Export and import grades to/from a spreadsheet.
- Download all student documents for a single assessment.
- Set up weighted grading.
Is there such thing as a one-size-fits-all ePortfolio tool?
I’ve been doing a lot of thinking about electronic portfolios recently. Both faculty and students have been unhappy with our current implementation. Faculty see the system as onerous because it doesn’t fit well with their current assessment practices. Students view the system as just another requirement, rather than as a way to reflect on their learning and showcase examples of their work.
After reading Helen Barrett’s work where she uses various Web 2.0 technologies to create an electronic portfolio, I though that a blog might be the best tool for creating a portfolio. I’m working with Andrew Lumpe on this idea. He points out that a blog may allow to students to have a more holistic portfolio experience by moving them beyond the one artifact to one standard mentality.
We have started a pilot project with a group of students to test some of our ideas. Rather than electronic portfolios or ePortfolios, we will call this Blog Portfolios or bPortfolios. Here are some of our initial thoughts. We would appreciate any help fleshing these ideas out. Also, it’s important to note that we will probably not use all of these ideas with our pilot group.
- Faculty utilize a blog’s (WordPress) journaling feature to help students reflect on their learning as it is happening.
- Program chair works with professors to include an assessment where students make at least five journal entries during each course. To avoid duplicating work, these posts can come from comments students have already made on the Discussion Board.
- Students would be encouraged to attach projects, papers, as well as work-related documents such as lesson plans, example of their students’ work, etc. to their blog entries.
- Performance indicators for each standard would be used to generate a list of suggested terms students should address in their blog posts.
- Students would have access to this list of terms, allowing them to reflect on topics that aren’t necessarily intended to be the focus of the courses they are currently taking
- These suggested terms would help students generate their own list of tags that would develop into a folksonomy they could use to continue to reflect on important topics related to their teaching, even after the program ends.
- Students would categorize their posts in WordPress using the program standards.
- Student authors or others would be able to click on a category or tag in a blog and see a list of related reflections.
- During the capstone course students would be asked to create pages in WordPress where they create a concise meta reflection with artifacts for each of the program standards.
- Students then self-assess their portfolios by completing likert scale “quizzes” in Blackboard.
- Faculty review bPortfolios, providing feedback and approval for completing a program requirement.
- Students are encouraged to continue reflecting of the standards and tagging topics. They are also encouraged to use bPortfolios with their own students and parents.