Elementary Program ePortfolio: Addressing Standards

• In Event: ePortfolios in Teacher Education: Research on Prospective Teacher Learning and Program (Re)Design

Abstract

Objective/Purpose
The purpose of this study is to examine how Interstate Teacher Assessment and Support Consortium (InTASC) Standards are addressed in student self-selected artifacts in an elementary teacher education ePortfolio. Minimum project criteria require inclusion of five artifacts related to a minimum of five InTASC Standards.

Questions guiding this study:

1. What specific InTASC Standards are teacher candidates addressing in their ePortfolio artifacts?
2. In what ways do teacher candidates exceed minimum requirements for the ePortfolio?

Theoretical Framework
Stiggins (2002) identified a need for greater balance between assessment of learning and assessment for learning in the assessment process. A key piece in assessment for learning is involving students in the process with opportunities to reflect on their learning. Barrett (2005) identified that student-developed electronic portfolios can address that balance by allowing student selection of artifacts to reflect learning from the student perspective.
Strudler and Wetzel (2011) studied the dual aspect of electronic portfolio creation in colleges of education – assessment of learning and assessment for learning - and posited that by providing specific parameters, portfolio development could serve as a record of professional growth and as a form of assessment to evaluate teacher education programs. Darling-Hammond and Baratz-Snowden (2007) noted that portfolios organized to address specific teaching standards can support teachers’ conceptual development and promote reflection on the what, how, and why of teaching.
Previous research on this ePortfolio Project (Quinn, Grove, Paretti, & Grandy, 2015) has documented the successful aspect of assessment for learning. Further research is needed to address assessment of learning by examining specific InTASC standards addressed in candidates’ ePortfolios.

Methods
This mixed method case study is situated in an elementary teacher education program. Teacher candidates use open source tools to develop an ePortfolio with self-selected artifacts documenting their growth in becoming teachers. They present the ePortfolios to a larger audience in a ten-minute session at the end of their student teaching experience.

Data sources
Primary data sources are artifacts included in 50+ ePortfolios presented by teacher candidates in their final semester from Fall 2012 through Spring 2015. Quantitative data analysis will examine specific InTASC Standards addressed in connection with the artifacts. Qualitative content analysis will triangulate collected data with video recordings of presentations to examine if student selected artifacts and connections to standards provide adequate depth to address program accountability requirements.

Results or substantiated conclusions
Preliminary review of data indicates most students addressed minimum requirements for number of artifacts and standards. However, a notable number exceeded minimum requirements for artifacts and identified connections to multiple standards in selected artifacts. Further analysis can identify areas of excellence as well as gaps needing improvement.

Scholarly significance
Finding the optimal balance between assessment of learning and assessment for learning is a critical factor in designing effective ePortfolio programs. Learning to teach is a complex process. Designing successful ePortfolios that balance opportunities for reflection with connection to professional standards can nurture teacher candidate growth as reflective and effective practitioners - a worthy goal for all teacher education programs.

Authors

• Karen J. Grove, University of Nevada - Las Vegas

• Linda F. Quinn, University of Nevada - Las Vegas

• Lois Paretti, University of Nevada - Las Vegas

• Jane McCarthy, University of Nevada - Las Vegas

• Guoxiang Wang, University of Nevada - Las Vegas