1. What is the stakeholder's experience with using traditional portfolio-based assessment?

1

2

3

4

5

Limited experience instoring samples of student work in file folders

Regularly uses portfolios as a teacher-centered assessment tool

Students and teachers collaborate to select items for student portfolios using well-defined rubrics to evaluate the work

Level 3 and (a) portfolios incorporate standards (national, state or district) and (b) stakeholders can compare exemplars

Level 4 and maintains student-centered assessment environment, including student-led conferences

2. At what level are the teachers' computer skills?

1

2

3

4

5

Limited experience with desktop computers but able to use mouse and menus and run simple programs

Level 1 and proficient with (a) a word processor, basic e-mail and Internet browsing and (b) entering data into a predesigned database

Level 2 and able to build a simple hypertext (nonlinear) document with links using a hypermedia program such as HyperStudio or Adobe Acrobat Exchange or an HTML WYSIWYG editor

Level 3 and able to (a) record sounds, (b) scan images, (c) output computer screens to a VCR, and (d) design an original database

Level 4 and able to (a) do multimedia programming or HTML authoring, (b) create QuickTime movies live or from tape, and (c) program a relational database

3. What is the level of student access to computers, including
student-to-computer ratios?

1

2

3

4

5

Little or no access during a typical week

Access to a computer for at least two hours a week; 20:1 ratio

Access to a computer for at least half an hour a day; 15:1 ratio

Access to a computer for at least one hour a day; 10:1 ratio

Access to a computer for at least two hours a day; 5:1 ratio

4. What is the students' level of technology competence and independence in using a computer? (Is it age-dependent?)

1

2

3

4

5

Limited experience with desktop computers but able to (a) use mouse and menus, and (b) run simple programs

Level 1 and (a) proficient with a word processor, basic e-mail, and Internet browsing; and (b) able to enter data into a predesigned database

Level 2 and able to build a simple hypertext (nonlinear) document with links using a hypermedia program such as HyperStudio or Adobe Acrobat Exchange or an HTML WYSIWYG editor

Level 3 and able to (a) record sounds, (b) scan images, (c) output computer screens to a VCR, and (d) design an original database

Level 4 and able to (a) do multimedia programming or HTML authoring; (b) create QuickTime movies live or from tape; and (c) program a relational database

5. What technology is already available in the classroom? Describe computers, including RAM and hard-drive storage capacity. (Look for the minimum technology capability to double and costs to decrease by half for the same power and capacity every 18 months.)

1

2

3

4

5

No computer

Single computer with 8 MB RAM, 80 MB HD, no AV input

One or two computers with 16 MB RAM, 250+ MB HD, simple AV input (such as QuickCam)

Three or four computers, one of which has 32+ MB RAM, 500+ MB HD, AV input and output, scanner, VCR, video camera, high- density floppy (such as a Zip drive)

Level 4 and CD-ROM recorder, at least two computers with 64+ MB RAM; digital video editing or output hardware and software; extra gigabyte storage (e.g., a Jaz drive)

6. What type of networking is available in a classroom, building, or district? Is there a server?

1

2

3

4

5

No network; stand-alone systems only

Printer sharing and file sharing only on a network

Dial-up PPP access to network through 28.8 modem

Ethernet network with 56K access to district server

Full TCP/IP (Internet access at T-1 or Ethernet speed); Web server in building

7. How much budget is available per classroom for additional hardware and software?

1

2

3

4

5

None

$300

$600

$2,000

$5,000+

8. How much budget is available for staff development (time and cost) and support?

1

2

3

4

5

None

After-school workshop or credit class on own time (or both)

Inservice days dedicated to implementation

Release time for teachers to visit other classrooms

Release time and in-class support

Table 1. Teacher- or student-centered
approach or mixed model?

Teacher-Centered

Student-Centered

Mixed Model

Teachers take full responsibility for all aspects of the electronic portfolio process; parent volunteers may help.

Students are in charge of their own portfolios, including digitizing work samples, storage, and presentation. Students collect most of the artifacts and digitize some of the work.

Where appropriate, teachers share responsibility with students, who lead their own parent conferences.

Self-assessment: Little or no student self-assessment or peer or parent involvement in assessment.

Self-assessment: Students assess their own work, often in collaboration with peers, parents, teachers, and others.

Self-assessment: Collaboration in self-assessment is encouraged.

Table 2. Assessment types and intended primary audiences.

Assessment

Primary Audience

Diagnosis of student learning

Teachers and parents

Selection and assignment to groups

Teachers

Grading and course exams

Teachers

Proficiency testing

Teachers and administrators

Program or curriculum evaluation

Teachers and administrators

Research

Administrators

School accountability

Administrators

School and instructional improvement

Teachers and administrators

Promotion and certification

Students, parents, communities, colleges, employers

Microsoft Access (www.microsoft.com/
products/prodref/3_ov.htm)

HyperCard (www.apple.com/hypercard/)

Digital Chisel (www.pierian.com/products/authoring_tools/
digital_chisel3/dc3.htm)

Asymetrix Toolbook (www.asymetrix.com/products/)

SuperLink (www.alchemediainc.com)

Some commercially available electronic portfolio templates use some of these programs.

Apple Media Tool (www.sky4studios.be/amt/welcome.html)

Macromedia Director (www.macromedia.com/software/director/?)

Oracle Media Objects (http://www.oracle.com/products/index.html)

Adobe Acrobat portable document format (PDF) files (http://www.adobe.com/products/acrobat/main.html)

PowerPoint (www.microsoft.com)

Integrated "works" programs, especially those that allow creation of slideshows

Table 5. Construction processes: A comparison.

Process

Multimedia Presentations

Electronic Portfolios

Decide

Decide on presentation goals.

Describe the audience.

Determine which tools are most appropriate for presentation context.

Determine portfolio goals based on learner outcome goals (from national, state, or local standards and their associated evaluation rubrics or observable behaviors).

Determine and describe the assessment context (as determined above).

Design

Determine audience-appropriate content and presentation sequence.

Construct flowcharts.

Write storyboards.

Determine audience-
appropriate software and storage and presentation media.

Determine and describe the portfolio's audience(s): students, parents, colleges, communities? Who are the stakeholders?

Determine content of portfolio items (by context) and the type of evidence to be collected.

Determine which software tools are most appropriate for the portfolio context.

Determine which storage and presentation medium is most appropriate for the situation.

Develop

Gather multimedia materials to include in presentation.

Organize in a sequence (or with hypermedia links) to present the material in the best way possible using appropriate multimedia authoring software.

Gather multimedia materials that represent a learner's achievement (preferably linked to standards and in a relational database) and include them in portfolio.

Record student self-reflection on work and achievement of goals.

Record teacher feedback on student work and achievement of goals.

Organize the material (using hypermedia links) into goals, student work samples, rubrics, and assessment.

Record and store the portfolio on the appropriate presentation medium.

Give the presentation.

Present portfolio to appropriate audience (by student in age-appropriate situations).

Evaluate

Evaluate its effectiveness.

Evaluate portfolio's effectiveness in light of its purpose and assessment context.

Depending on portfolio context, use portfolio evidence to make instruction and learning decisions.

Develop collection of exemplary portfolio artifacts for comparisons.