Week 3 Reflection

Assessment for Learning

First of all, I love the idea of assessment "for" learning instead of assessment "of" learning. Why not use our assessment as an opportunity for our students to learn? Too often, we use it as the end result. Our students get little feedback, and it's rarely reflective. The AFL tenet I most relate to is "AFL develops learners' capacity for self-assessment so that they can become reflective and self-managing." Ultimately, I want my students to learn from intrinsic motivation instead of extrinsic pressures. My dream classroom would be very student centered with no grades at all. Students should be given the opportunity to discuss what they've learned with their teacher and show him/her their best representations of their learning through the e-portfolios. If my students were able to manage their own learning and assessment and reflect deeply on what they've learned in my class, I would consider that an amazing success.

Potential for Portfolio Assessment

Although I love the idea of portfolio assessment, I don't see it happening any time soon. First of all, it would cause us to rethink our idea of "grades." Convincing most principals and parents that we won't be giving traditional grades would be a challenging task, so a true portfolio in the place of grades probably won't happen anytime soon. I do think it is possible for teachers to get creative and work the portfolio assessment into the traditional system of grading. For example, instead of a traditional six weeks exam or semester exam, the teacher could require that her students create e-portfolios with reflective pieces describing the assignments they have decided to showcase as their best work. These portfolios could then receive grades according to the traditional grading system.

I also believe that teachers need more training and access to materials in order to use portfolios effectively. We've all heard of them and think they are an interesting idea; however, few of us feel we've been given enough information (or support for that matter) to successful implement the portfolio systems into our own classroom.

Ultimately, I view a true portfolio based grading system much like a view a completely student-centered learning environment. They are both wonderful, but until many of the rules and regulations teachers must obey go away, neither of these will ever reach their full potential in the public school environment.

My E-Portfolio

This is the first time I've been asked to create a portfolio for a class. I am excited and anxious to do this. I like the idea of keeping all my work together in a web site. This helps me stay organized and focused. To put all of these assignments together in a neat package will definitely make me prouder and more excited about my work. The most helpful part of the e-portfolio will be the reflections for each assignment. So often, I just do the assignment, turn it in, and leave it at that. The portfolio will help me think about what I've learned and how I will apply it in the future. With a subject like educational technology, it is important to think about how what I am learning now will translate to my teaching. Lastly, when I create/do something new like the e-portfolio as a student in one of my classes, I am much more likely to have my students create something similar in my English classes. It causes me to be more confident with the technology and the e-portfolio system.