The Portfolio as Artifact and Actor

Habib, Laurence; Wittek, Line

doi:10.1080/10749030701623763

Cited by 43 publications

(26 citation statements)

References 16 publications

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“…Our efforts to apply the situative assessment design principles to artifacts and student portfolios were informed by other portfolio assessment literature. Habib and Wittek (2007) helped us appreciate the situated functions of artifacts in portfolio assessment; this, in turn, helped us appreciate the distinction that Dysthe, Engelsen, and Lima (2007) made between working portfolios and presentation portfolios, as well as Popham's (1997) warnings about "dysfunctionally detailed" rubrics. We began creating artifact-oriented reflective assessments that students could use to assess their own artifacts before submitting them; their responses to the questions were assessed by the teacher, for a grade.…”

Section: Proximal-level Artifact-oriented Reflectionsmentioning

confidence: 97%

Participatory Assessment of 21st Century Proficiencies

Hickey

Honeyford

Clinton

et al. 2010

Innovative Assessment for the 21st Century

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The explosion of new social network technologies has highlighted the awkward relationship between new "Twenty-first century" media practices and existing educational systems. Traditional content standards, achievement tests, and accountability pressures threaten nascent efforts to foster equitable, transparent, and credible participation in these practices. The current push to design external tests and standards to assess these new practices may actually exacerbate this problem, due to the fundamentally social nature of these proficiencies. Large-scale standardization and testing of aggregated achievement of these proficiencies should be done cautiously and in isolation from classroom-based efforts to foster worthwhile participation. Likewise, within classrooms, more interpretive efforts are first needed to define social contexts that foster worthwhile social participation in these practices before individual proficiency is assessed. To foster both participation and proficiency while also meeting existing and future accountability goals, a design-based participatory assessment framework with multiple levels of increasingly formal outcomes is introduced.Keywords Formative assessment · Social media · Twenty-first century skills New media technologies are resulting in new communities based on new forms of communication, learning, and self-expression Shirky, 2008). Many of these communities are organized around creative expressions, including traditional expressions (e.g., AllPoetry) and newly popularized forms of traditional expressions (e.g., fan fiction at FictionAlley and music remixes at ccMixter). 1 These communities exemplify "affinity spaces" (Gee, 2004) that feature low barriers to entry, support for creating and sharing, informal mentoring of newcomers, and a strong sense of social connection. Media scholar Henry Jenkins and his colleagues D.T. Hickey (B) Learning Sciences Program, Indiana University, Bloomington, IN, USA e-mail: dthickey@indiana.edu 1 For convenience and space considerations, references will be omitted throughout for resources that can be readily identified and located via popular search engines.

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Section: Proximal-level Artifact-oriented Reflectionsmentioning

confidence: 97%

Participatory Assessment of 21st Century Proficiencies

Hickey

Honeyford

Clinton

et al. 2010

Innovative Assessment for the 21st Century

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“…Para esto analizamos los discursos de los participantes (Blommaert, 2005;Gee, 2005) y específicamente los turnos conversacionales (Kalman, 1996) que tuvieron en los foros de trabajo. Posteriormente elaboramos descripciones de las interacciones entre estudiantes y maestra, para comprender cómo se vincularon en redes de relaciones (Habib & Wittek, 2007), que dieron sentido y significado a la flexibilidad en su proceso de formación a distancia.…”

Section: Aproximaciones Teóricasunclassified

Construcción de la flexibilidad en una universidad colombiana pública a distancia con modalidad virtual

Vargas

Kalman

2018

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ResumenLa flexibilidad en un programa en línea de educación superior se refiere a un concepto formulado por organismos internacionales y reproducido por diversas instituciones. Esta noción propone que los estudiantes tienen múltiples opciones de tiempo, espacio y metodologías para realizar las actividades del curso. Sin embargo, hay pocos estudios que se centran en las formas o maneras en que los estudiantes interpretan este concepto en los programas en línea. Este estudio cualitativo describe algunas de estas formas y analiza las participaciones de los estudiantes en un foro en línea utilizado para desarrollar actividades de aprendizaje en el contexto de un curso que se realiza en línea en una plataforma Moodle. Nuestros resultados muestran algunas de las formas en que la flexibilidad se construye en la práctica en dos grupos de estudiantes mientras interactúan en un aula digital. Palabras clave. Educación a distancia, educación superior, flexibilidad de la educación, análisis del discurso. AbstractFlexibility in an online program of higher education, refers a concept formulated by international organisms and reproduced by diverse institutions. This notion proposes that students have multiple options in time, space, and methodologies to realize course activities. However, there are few studies that focus on the ways or forms in which this concept is construed by students in online programs. This qualitative study describes some of these ways and analyzes students' participations in an online forum used to develop learning activities within the context of a course being taken online on a Moodle platform. Our results show some of the ways that flexibility plays out in practice in two groups of students as they interact in online classrooms practices.

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“…While this is generally a desirable outcome, it created a new challenge: How do educators evaluate and grade all of those personalised artefacts and interactions? Habib & Wittek, 2007) and the notion of 'portfolio culture' (Gitomer & Duschl, 1995). Rather, it suggests 'activity-oriented' assessment of the engagement that those artefacts represent.…”

Section: Participatory Assessment Design Principlesmentioning

confidence: 99%

A situative response to the conundrum of formative assessment

Hickey

2015

Assessment in Education: Principles, Policy & Practice

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While formative assessment is popular, it is difficult to evaluate and improve. In some settings, it may actually reduce disciplinary learning by competing with other more productive activities, making those activities less engaging, and narrowing curricular goals. Situative approaches to educational assessment offer a solution by (a) blurring the distinction between instruction and assessment, (b) moving beyond the intended purposes of assessment to focus on actual functions and (c) using the same assessment to accomplish multiple functions. Framing instruction, assessment and testing as primarily social practices and placing them on a continuum of assessment formality offers a coherent framework for aligning learning across different assessments and balancing functions within particular assessments. This paper introduces an approach called Participatory Assessment that has been used successfully to enhance (a) communal engagement, (b) individual knowledge and (c) aggregated achievement of standards, while (d) providing valid evidence of those refinements.

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The Portfolio as Artifact and Actor

Cited by 43 publications

References 16 publications

Participatory Assessment of 21st Century Proficiencies

Participatory Assessment of 21st Century Proficiencies

Construcción de la flexibilidad en una universidad colombiana pública a distancia con modalidad virtual

A situative response to the conundrum of formative assessment

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