E-Portfolios as Assessment Tools

In my opinion, the idea of using an e-portfolio as an assessment cannot simply be deemed a good or bad idea-- there are many elements that would have to factor into that decision. The biggest issue I can foresee with using an e-portfolio for assessment is how seriously it is taken by the students. Often, with assignments being digital they don't seem as "serious" and, as a result, the students don't take them as seriously. For example, of the 14 listed blogs for the Tuesday night class, one had each entry completed, one was unavailable to be viewed, and the other 12 were at least one week behind in their postings. This seems to be a dismal result for teachers; how can we expect our students to take the initiative and complete assignments like creating and maintaining an e-portfolio if we ourselves aren't willing to?

However, I believe that if the legitimacy/seriousness (for lack of a better term) can be conveyed to the students from the beginning and there is a system of perhaps formative assessment along to way to ensure that students are working on their e-portfolio that something like this could certainly be an effective assessment tool in the classroom. Mediums like this allow for a bit more freedom from the students because of what seems to be a presumed anonymity (even though we know whose it is) that comes from not directly writing on a paper that is handed directly to the teacher... maybe this is a good thing, maybe we could get products filled with free-thought and creativity.... that always sounds like a good idea to me.

Differentiated Instruction isn't really so different...

Everyone talks about D.I. like it's something new and something that should be conciously worked into our lesson plans... but really, aren't we already differentiating our instruction? My students are all so vastly different that there's no way that I could teach the same lesson the same way for each of my classes throughout the day-- something always changes; whether it is the delivery, the examples, the jargon, etc., every class is different. Before the concept of D.I. became D.I., I think it was simply "doing what was best for each student." I guess that's why I find it so amusing when others seems to get their hackles up over being instructed to incorporate more D.I. into their lessons because if a teacher is really teaching every student and whose goal is to help each student succeed, they are already using D.I.--they just don't know it yet.

One of my students, Sarah*, is a great kid, but her grades don't always reflect her ability level. She has attendance issues, and as a result, she is always behind. She struggles to make up her work-- especially work that involves reading a text. She recently missed a significant portion of our recent Romeo & Juliet unit.  According to a Learning Styles inventory I conducted earlier in the year, I knew that she is a Visual/Auditory learner with identifies as a creative personality. I knew that asking her to sit with a textbook wouldn't get us anywhere, so instead, I thought of a few apps that would allow her to get the information and process it a way that was managable for her and still was consistent with my class goals.

The first app that I used with Sarah was Shakespeare in Bits. This app divides Shakepearean plays up into managable pieces and then provides an  animated video that is accompanied by the original text, both visually on the screen, but also aloud. Another excellent thing about this app is that it is interactive in that the student can click or tap on words or lines to get clarification or additional information as necessary.

The second app that I used with Sarah was No Fear Shakespeare which could be used to provide modern text 'translations' of the original text to aid Sarah in her understanding of the play. Additionally, No Fear Shakespeare provides summaries, character analysis, as well as information on the author, plot, setting, etc.-- all information that would have been covered in class discussions that Sarah missed.

Weekly post #12

The presentation that I found this week is a MLA Works Cited Prezi created by Katherine Bjerek on completing MLA Works Cited pages. This will be a presentation that I will use with my students in their upcoming Research Unit. This Prezi could be used both as a introductory and support tool for students to refer back to in order ensure their proper completion of their Works Cited pages.

I'll definitely let you know how it goes!

Apps, Rubrics, and Blogging--oh my!

For our end of the semester App-review, I will be reviewing:


This app is Vocabulary HD-- this is an app that will allow students to increase their vocabulary either on their own or in a group setting. The app provides pronunications and definitions for all of the words it uses. The higher-level of words that are included in this program would challenge students and give them exposure to higher-level vocabulary in a non-threatening, user-friendly way.

The second app that I will be reviewing is called My Spelling Test. This app allows for the teacher (or parent) to create digital spelling tests for their students. A modification that could be made would by that it could be tweaked to be used as a vocabulary test. This could be used in the classroom for additional practice or for make-up testing.



Also, below is a link to a google form used to assess an assessment that I use with my students for their Romeo & Juliet unit. The assignment is for students to envision how the use of modern technology could have created an alternate ending for the play. Students are asked to create a mock-up of their technology (a Facebook page, a Twitter feed, a text conversation, a phone call transcript, etc.). Students also must submit an essay explaining their technology, the impact of the technology of the characters, and then how the ending of the play would change as a result of their inclusion of technology.

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