Academic Content StandardsBased Electronic Portfolios for
K-12 Schools
Presented by Dr. Thomas R. McCambridge,
Dr. Beverly Bryde, and Ms. Allyson Gold
California Educational Research Association
(CERA)
81st Annual Conference, Santa Barbara CA
November 14-15, 2002
Overview
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Part I Formative and Summative Assessment
Measures in Developing an Academic Content
Standards-Based Electronic Portfolio for K-12
Schools
Part II Overview of the Web-based Electronic
Portfolio System and Its Use in Assessing K12 Student Progress and Growth
Part III A Demonstration of an Academic
Content Standards-Based Electronic Portfolio
Introduction
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Our presentation is about using an
electronic portfolio for
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Organizing instruction that is based on the
California academic content standards
Assessing student work meant to
demonstrate mastery of the California
academic content standards
The Standards
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The California
academic content
standards are
organized to be
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Sequential
Developmental
Age-appropriate
The Electronic Portfolio

Using the electronic
portfolio can help
teachers make both
instruction and
assessment
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Sequential
Developmental
Age-appropriate
Portfolio, con’t
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The California academic content
standards have created an articulated
scope and sequence
Use of an electronic portfolio can make
that articulated scope and sequence
clear and understandable to
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Instructors
students
Teaching to the Standards
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Standards are
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Sequential
Developmental
Detailed
Standards-based instruction should be
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Meaningful
Purposeful
Engaging
Teaching to the Standards

Using an electronic portfolio can help


Teachers organize instruction and
assessment in ways that are based on the
articulated scope and sequence of the
standards
Students see and understand the
instructional plan required by the
articulated scope and sequence of the
standards
Portfolio Assessment

Use of a portfolio to assess student
work has several advantages:
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Teacher and student can spot continuing
problems
Teacher and student can spot progress
over time
Portfolio Assessment


Teachers can develop a holistic evaluation
of student work
Teachers and administrators can develop a
holistic evaluation of instructional success
Organizing Instruction

An electronic portfolio encourages an
instructor to
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Create assignments that are appropriate to
standards-based instruction
Create assignments that fit with the
articulated scope and sequence of the
standards
Organizing Instruction

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Make those assignments visible and
accessible to students, parents, and
administrators
Note in the assignments which standards
are being addressed
Assessing Learning
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An electronic portfolio allows
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Evaluation of student work over time
Holistic evaluation of student work
Evaluation of instructional success
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By the teacher
By those responsible for the academic program

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Principal
Department chair
Conclusion to Part One
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An electronic portfolio can encourage
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Organization of standards-based instruction
Holistic assessment of student work aimed
at mastery of the standards
Evaluation of instruction aimed at mastery
of the standards
Part II


Overview of the
Web-based
Electronic Portfolio
System
Use of the Webbased Electronic
Portfolio in
Assesseing K-12
Student Progress
and Growth
The Webfolio System
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Designed by Dr. Doug Love from Illinois
State University (dolove@ilstu.edu)
A place to house students artifacts
electronically
Access of the system through the
internet
Electronic and confidential feedback
The Players
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Teachers: design courses and designate
standards/competencies
Students: identify standards and input
artifacts
Assessors: use of formative and
summative measures
Administrators: can serve as reviewers
or assessors
Assessment Features
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Course evaluation
Program evaluation
Self-assessment
Performance
Assessment
Standards
Assessment
Webfolio in Higher Education
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Coursework
Preservice teacher self-assessment
through the California Standards for the
Teaching Profession
(CLUES Benchmarks)
Teacher Preparation Program
Assessment
Assessing K-12 Student
Progress and Growth
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CLU has two systems: Higher Education
and K-12 Webfolios
Piloting this program with our
preservice teachers
Faculty/preservice teachers determine
the Standards and Assignments
K-12 students reflect and select which
artifacts to place in the webfolio
Webfolio Points of Interest
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Advantages
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Progress and growth
overtime, holistic
approach
Authentic assessment of
academic content
standards
Opportunity for
integrated curriculum
Data for accreditation
reviews
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Concerns
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Maintaining and
purchasing of a server
Access to the internet
Student work needs to
be electronic
Part III
Demonstration of an Academic
Content Standards-Based
Electronic Portfolio
HOW TO USE A
STANDARDS-BASED
ELECTRONIC PORTFOLIO:
1. Review content standards.
2. Review identified curriculum.
3. Develop assignments that use
curriculum to build competency with the
standards.
4. List, explain assignments on e-port.
5. Teach students to post on e-port.
E-PORT INFO HELPS
TEACHERS, STUDENTS
& ADMINISTRATORS
What is included:
1. Details of the assignment.
2. Competencies to be demonstrated.
(identified by state standard number & by
description)
3. Assessment information (rubrics, etc.)
4. Help resources, i.e. examples, etc.
BENEFITS OF USING E-PORT :
AUTHENTIC ASSESSMENT: allows you to
look back at previous work.
CLEAR CONNECTION TO STANDARDS:
obvious links in each assignment
CAPTURES STUDENT WORK
“PERMANANENTLY”: ripe for showcasing,
discussion
Questions?
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Dr. Thomas R.
McCambridge
mccamb@clunet.edu
Dr. Beverly R. Bryde
bbryde@clunet.edu
Ms. Allyson Gold
allygold@hotmail.com
Thank You!