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Grading and reporting: What have we learned from COVID -19

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Grading and reporting: What have we learned from COVID -19

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We know that assessment-regardless of where the learning takes place-plays an essential role in learning. Yet schools and families have experienced challenging circumstances during their quick transition to distance learning in Spring 2020 when they began operating in accordance with brand new Continuity of Learning and COVID-19 Response Plans. Those Plans compel districts to assure they will " manage and monitor student learning and plan what's next for learning including the potential need for summer and supplemental learning."

The MAC's Important Considerations for Student Assessment and Reporting/Grading Policies and Guidelines in District Continuity of Learning Plans suggest a way for districts to meet Michigan's required assurances by:

Providing no grades for elementary and middle school, instead provide narrative reporting only regarding competency/mastery of standards/learning targets.

Providing narrative feedback to high school students, and limiting summative grades to Complete and Incomplete.

These grading and reporting recommendations bring mixed blessings. They amplify a focus on instruction, targeted and specific feedback, practice, and growth. However educators lack abundant examples of narrative report forms, and professional time to figure this out together is scarce. Plus, schools and the families they serve vary a great deal with respect to existing time, resources, and infrastructure.

The second in a series, this webinar will continue to address the challenges associated with grading and reporting in the era of COVID-19 through the following objectives:

Identify the practices districts implemented that accentuate assessment, grading, and reporting designed to support learning

Consider ways in which recent adaptations to grading and reporting have aligned with guidelines for quality grading practices and explore how we might carry these quality practices forward into the 2020-21 school year.

Identify a network of interested leaders, among webinar participants, who wish to continue sharing examples and best practices into the upcoming school year.

Related Learning Opportunity: It's not too late to register for MAC Reads 2020!

Join a collaborative learning opportunity for educators who have the passion and zeal for examining their own and/or their district grading practices unearthed through the reading of the MAC Reads! 2020 book, How to Grade for Learning: Linking Grades to Standards, 4 th Ed. Author, Ken O'Connor.

Event Resources

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Grading and Reporting: What are we learning from COVID-19? - Michigan Assessment Consortium

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We know that assessment-regardless of where the learning takes place-plays an essential role in learning. Yet schools and families have experienced challenging circumstances during their quick transition to distance learning in Spring 2020 when they began operating in accordance with brand new Continuity of Learning and COVID-19 Response Plans.

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Assessment and Grading in Distance Learning

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Assessment and Grading in Distance Learning

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A 10 Minute Podcast Listen to Dr. Thomas Guskey  Talk about How Assessment Should Change After Covid19

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Assessment and Grading in Distance Learning - How to Get Better

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Assessment expert Dr. Thomas Guskey reflects on the positives and negatives of assessments during distance learning. He...

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This 18 minute podcast will look at what is included in the triangulation of data as well as practical ways you can capture this data.

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‎Teaching with Madly Learning®: Assessment - Triangulation of Data on Apple Podcasts

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In this Episode, we will look at what is included in the triangulation of data as well as some practical ways you can capture this data to add to your own assessment tool box.

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55-min podcast

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‎Aspire to Lead: Fair Isn’t Always Equal: Featuring Rick Wormeli on Apple Podcasts

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‎Show Aspire to Lead, Ep Fair Isn’t Always Equal: Featuring Rick Wormeli - Sep. 29, 2019

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Formative and Summative Assessment: Rick Wormeli

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Formative and Summative Assessment: Rick Wormeli

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5-min video

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Rick Wormeli: Formative and Summative Assessment

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4.5 min video

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6.5 min video

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27 min video

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Rick Wormeli Standards Based Grading Part 5

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On January 29, 2014, Rick Wormeli brought his passion and enthusiasm to Ankeny Community Schools in Iowa to talk about standards-based grading and reporting. Part five of five.

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6-min video

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Rick Wormeli: Introduction to Assessment and Grading in the Differentiated Classroom

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5-min video

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Grades: The what, why & how with Rick Wormeli 

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Grades: The what, why & how with Rick Wormeli 

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This podcast is 34 minutes

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In our second encore episode, we interview Mr. Rick Wormeli, who is a national voice in standards based grading, differentiated instruction, and all things education. Rick Wormeli was one of the first Nationally Board Certified teachers in America, he brings 38 years of teaching experience in math, science, English, physical education, health, and history, and coaching teachers and principals.

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ed's (not) dead podcast - the all things education podcast

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‎Ed's (Not) Dead Podcast - The All Things Education Podcast: ENCORE: Grades: the what, why, and how with Rick Wormeli on Apple Podcasts

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‎In our second encore episode, we interview Mr. Rick Wormeli, who is a national voice in standards based grading, differentiated instruction, and all things education. Rick Wormeli was one of the first Nationally Board Certified teachers in America, he brings 38 years of teaching experience in math,...

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Module from Queen's University on Formative Assessment and Feedback

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Module from Queen's University on Formative Assessment and Feedback

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the menu provides various topics on assessment and learning

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Why Feedback is Important to Learning?

Formative assessment is a valuable tool that enables instructors to provide immediate and ongoing feedback to improve student learning (Shute, 2008). Formative assessment can involve providing feedback following an assessment, but more importantly, this feedback is delivered during instruction, allowing instructors to identify student misunderstandings and help them correct their errors. This formative feedback is crucial for improving knowledge, skills, and understanding, and is also a significant factor in motivating student learning.

A commonly cited definition of formative feedback states that it is "information about the gap between the actual level and reference level which is used to alter that gap" (Ramaprasad, 1983, p.4 ).

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Formative assessment is a valuable tool that enables instructors to provide immediate and ongoing feedback to improve student learning (Shute, 2008). Formative assessment can involve providing feedback following an assessment, but more importantly, this feedback is delivered during instruction, allowing instructors to identify student misunderstandings and help them correct their errors.

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Real Time Assessment: Providing a Window into Student Learning

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Real Time Assessment: Providing a Window into Student Learning

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This is a 5 minute podcast

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At Summit Prep, in Redwood City, California, every teacher gathers real-time data-daily. They do this to gain insight into their students' needs, informing how they teach every day. They use a variety of tools ranging from a free online personalized learn

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real-time assessment: providing a window into student learning

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‎Assessment: Real-Time Assessment: Providing a Window Into Student Learning on Apple Podcasts

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At Summit Prep, in Redwood City, California, every teacher gathers real-time data-daily. They do this to gain insight into their students' needs, informing how they teach every day. They use a variety of tools ranging from a free online personalized learn

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How to give Effective Feedback that Works

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How to give Effective Feedback that Works

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The importance of feedback that works to improve learning
This podcast is 9 minutes

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Teachers spend hours giving effective feedback only to have students not respond or use it to improve. In this case, one could argue that the teacher isn't giving effective feedback because it is not being used to learn. Twelve-year English teacher turned principal Jordan Catapano helps us have more effective feedback that actually works to improve learning.
www.coolcatteacher.com/483
Jordan Catapano - Bio As Submitted Jordan Catapano taught English for twelve years in a Chicago suburban high school, where he is now an Assistant Principal. In addition to being National Board Certificated and head of his school's Instructional Development Committee, he also has worked with the Illinois Association of Teachers of English and has experience as a school board member for a private school. You can follow him on Twitter at @BuffEnglish.

Twitter: @BuffEnglish

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how to give effective feedback that works

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‎10 Minute Teacher Podcast: How to Give Effective Feedback that Works on Apple Podcasts

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Teachers spend hours giving effective feedback only to have students not respond or use it to improve. In this case, one could argue that the teacher isn't giving effective feedback because it is not being used to learn. Twelve-year English teacher turned principal Jordan Catapano helps us have more...

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BEP067 - Today’s One Thing Week 5 : Assessment for Learning

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BEP067 - Today’s One Thing Week 5 : Assessment for Learning

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This podcast is 24 minutes and 14 seconds

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‎Be Education Podcast: BEP067 – Today’s One Thing Week 5: Assessment for Learning on Apple Podcasts

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‎Show Be Education Podcast, Ep BEP067 – Today’s One Thing Week 5: Assessment for Learning - Jun. 25, 2020

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Sarah Gilmore interviews Dylan Wiliam about why and how assessment for learning, or formative assessment works.
This podcast is 61 minutes and 29 seconds

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There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. In this episode, Sarah Gilmore interviews Dylan Wiliam about why and how assessment for learning, or formative assessment works.

Dylan is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years.

From 1996 to 2001 he was the Dean of the School of Education at King's, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London.

Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

To learn more about Dylan you can visit his website or follow him on Twitter, and to find out more about the Teacher Learning Communities project discussed in this episode, you can visit the Dylan Wiliam Center website.

You can also follow us on Twitter to keep up to date with news and exciting opportunities to work with fantastic educators like Dylan!

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‎Professional Learning Conversations: Assessment and Learning - Dylan Wiliam on Apple Podcasts

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There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. In this episode, Sarah Gilmore interviews Dylan Wiliam about why and how assessment for learning...

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In this 4 minute podcast learn how Educators at New York's School of the Future have enjoyed great success at teaching and assessing their students.

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Educators at New York's School of the Future have enjoyed great success at teaching and assessing their students. Both efforts are squarely focused on student understanding of fundamental concepts and real-life learning. Making these efforts relevant and

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‎Assessment: What is "Authentic" Assessment? on Apple Podcasts

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Educators at New York's School of the Future have enjoyed great success at teaching and assessing their students. Both efforts are squarely focused on student understanding of fundamental concepts and real-life learning. Making these efforts relevant and

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We all want to give more  high-quality feedback to students, but there's never enough time......
This podcast is 37 minutes 32 seconds

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We all want to give more high-quality feedback to students, but there's never enough time. In this episode I talk to Matthew Johnson, author of the book Flash Feedback, about three strategies he uses to get high-impact feedback to students much, much faster.

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145: flash feedback: more meaningful feedback in less time

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‎The Cult of Pedagogy Podcast: 145: Flash Feedback: More Meaningful Feedback in Less Time on Apple Podcasts

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‎We all want to give more high-quality feedback to students, but there's never enough time. In this episode I talk to Matthew Johnson, author of the book Flash Feedback, about three strategies he uses to get high-impact feedback to students much, much faster.

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How to Provide Assessment and Feedback to your Students while Teaching Digitally 

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How to Provide Assessment and Feedback to your Students while Teaching Digitally 

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This podcast is 44 minutes

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‎Teaching with Madly Learning®: How to Provide Assessment and Feedback to you’d Students while Teaching Digitally on Apple Podcasts

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‎Show Teaching with Madly Learning®, Ep How to Provide Assessment and Feedback to you’d Students while Teaching Digitally - May 22, 2020

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Strategic Goals: formative + Summative = Rigor

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Strategic Goals: formative + Summative = Rigor

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Rigorous assessments yield impressive results at New York's School of the Future.
This podcast is 3 minutes

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Rigorous expectations yield impressive results at New York's School of the Future, where regular assessments help keep students on track, and teachers strive to tap into students' true interests to bring out their best work.

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strategic goals: formative + summative = rigor

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‎Assessment: Strategic Goals: Formative + Summative = Rigor on Apple Podcasts

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‎Rigorous expectations yield impressive results at New York's School of the Future, where regular assessments help keep students on track, and teachers strive to tap into students' true interests to bring out their best work.

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This 8 minute podcast highlights factors which can powerfully affect teaching and learning

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Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.

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‎Assessment: Five Keys to Comprehensive Assessment on Apple Podcasts

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‎Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning.

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If you have a classroom with many needs and learning styles then you will need to differentiate assessment...
This podcast is 17 minutes

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If you have a classroom with many needs and learning styles then you will need to differentiate assessment. This assessment can be based on if and when student achieve small and large learning goals.

In this episode, we will look at how to integrate assessment with goal setting.
Are you a madly learning library member yet? Members get access to free resources, every month including resources, that go along with these episodes.
Join the membership now by going to www.ml-go.com/resource-library

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‎Teaching with Madly Learning®: Goal Setting and Assessment on Apple Podcasts

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If you have a classroom with many needs and learning styles then you will need to differentiate assessment. This assessment can be based on if and when student achieve small and large learning goals. In this episode, we will look at how to integrate assessment with goal setting. Are you a madly...

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Redos, Retakes and Do-Overs : Rick Wormeli

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Redos, Retakes and Do-Overs : Rick Wormeli

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8-min video

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Rick Wormeli: Redos, Retakes, and Do-Overs, Part One

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How to Change The Way You Think About Assessment

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How to Change The Way You Think About Assessment

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When you think how to assess students what mind be the first thing that comes to mind...
This podcast is 27 minutes

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When you think about how to assess students what might be the first thing that comes to mind.
Tests..
Projects..

The tools we use to assess these tasks often include a marking scheme or a rubric.

But what if the tests and projects were simply the tools we used to assess the skills students demonstrated.

And...the rubrics, learning goals, success criteria were not based on the product produced by the skills demonstrated.

This would mean that the projects we designed and assigned and the tests that we developed wouldn't need to be the same for each student, nor would we need to make a new rubric for every iteration of what our students made.

This is why I want you to look differently at assessment.

It's not the task or project that we make the rubric for it's the skills.

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episode 143 - how to change the way you think about assessment

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‎Teaching With Inquiry: Episode 143 - How To Change The Way You Think About Assessment on Apple Podcasts

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‎When you think about how to assess students what might be the first thing that comes to mind. Tests.. Projects.. The tools we use to assess these tasks often include a marking scheme or a rubric. But what if the tests and projects were simply the tools we used to assess the skills students d...

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Peter Robertson: More on student-centric assessment

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Peter Robertson: More on student-centric assessment

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This podcast is 2 minutes

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peter robertson: more on student-centric assessment

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the science to improve student learning - podcasts

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‎The Science to Improve Student Learning - Podcasts: Peter Robertson: More on student-centric assessment on Apple Podcasts

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‎Show The Science to Improve Student Learning - Podcasts, Ep Peter Robertson: More on student-centric assessment - Nov 14, 2008

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A 35 minute podcast about designing and implementing authentic assessment in your online course

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In this week's episode we speak to Rob Power, Assistant Professor of Education in the School of Education and Health at Cape Breton University about designing and implementing authentic assessment in your online course.

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ep. 3 - rob power - authentic assessment

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‎Beyond the Class: Ep. 3 - Rob Power - Authentic Assessment on Apple Podcasts

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In this week's episode we speak to Rob Power, Assistant Professor of Education in the School of Education and Health at Cape Breton University about designing and implementing authentic assessment in your online course.

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Rick Stiggins: Student-centric assessment- the next frontier

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Rick Stiggins: Student-centric assessment- the next frontier

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This podcast is 4 minutes

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‎The Science to Improve Student Learning - Podcasts: Rick Stiggins: Student-centric assessment - the next frontier on Apple Podcasts

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‎Show The Science to Improve Student Learning - Podcasts, Ep Rick Stiggins: Student-centric assessment - the next frontier - Nov. 14, 2008

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Eliot Asp: Aligning standards, curriculum, assessments and lessons to improve learning

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Eliot Asp: Aligning standards, curriculum, assessments and lessons to improve learning

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This podcast is 2 minutes

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assessments and lessons to improve learning

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the science to improve student learning - podcasts

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‎The Science to Improve Student Learning - Podcasts: Eliot Asp: Aligning standards, curriculum, assessments and lessons to improve learning on Apple Podcasts

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‎Show The Science to Improve Student Learning - Podcasts, Ep Eliot Asp: Aligning standards, curriculum, assessments and lessons to improve learning - Nov 14, 2008

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Catlin Tucker Blended Learning Interview

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Catlin Tucker Blended Learning Interview

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A 33 minute You Tube conversation on wrapping our heads around planning for 2020-21 - with a great focus on assessment at  the 25 minute mark.

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In this Q&A with Catlin Tucker we talk all things blended and online learning for the 2020-2021 school year! We discuss playlists, choice boards, assessment strategies and more.

Watch the video and also check out Catlin's course on Blended and Online Learning. Link to the course (currently on sale) is below!

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Catlin Tucker Blended Learning Interview

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In this Q&A with Catlin Tucker we talk all things blended and online learning for the 2020-2021 school year! We discuss playlists, choice boards, assessment strategies and more. Watch the video and also check out Catlin's course on Blended and Online Learning. Link to the course (currently on sale) is below!

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Do Your ASSESSMENTS Facilitate LEARNING? Are your assessment practices learning tools that can be used by both you and your students? 

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Do Your ASSESSMENTS Facilitate LEARNING? Are your assessment practices learning tools that can be used by both you and your students? 

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A 10 minute Teacher Podcast

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Assessment and Grading in Distance Learning - How to Get Better

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Assessment expert Dr. Thomas Guskey reflects on the positives and negatives of assessments during distance learning. He...

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 Assessment during Long Term Remote Learning

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 Assessment during Long Term Remote Learning

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A panel of educators discuss what remote learning might do to shift our assessment practices.
This podcast is 55 minutes

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Assessment in PBL  Part 1- Let’s Talk About the Basics   

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Assessment in PBL  Part 1- Let’s Talk About the Basics   

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Josh and Andrea sit down with Meganmarie Dennis, a Magnify Learning PBL Facilitator to discuss the idea of assessment in PBL
This podcast is 20 minutes

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In this episode, Josh and Andrea sit down with Meganmarie Dennis, a Magnify Learning PBL Facilitator to discuss the idea of assessment in PBL. See Episode Webpage for more notes and links.

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episode 5: assessment in pbl part 1 - let's talk about the basics

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‎The PBL Playbook: Episode 5: Assessment in PBL Part 1 - Let's Talk About the Basics on Apple Podcasts

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‎In this episode, Josh and Andrea sit down with Meganmarie Dennis, a Magnify Learning PBL Facilitator to discuss the idea of assessment in PBL. See Episode Webpage for more notes and links.

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Assessment Series Part 2 - 21st Century Skills

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Assessment Series Part 2 - 21st Century Skills

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"21st Century Skills"  What are they? How do we integrate them into our curriculum? And most importantly, how do we assess them?
This podcast is 25 minutes

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‎PBL Playbook: Assessing 21st Century Skills-Assessment in PBL Series Part 2 | E6 on Apple Podcasts

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‎Show PBL Playbook, Ep Assessing 21st Century Skills-Assessment in PBL Series Part 2 | E6 - Jan. 14, 2019

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Assessment Series Part 3 - Standards-based Grading 

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Assessment Series Part 3 - Standards-based Grading 

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A 28 minute podcast discussing  standards-based grading and how it fits into the PBL framework

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In this episode, Josh and Andrea sit down with Superintendent and author Michael McDowell to discuss standards-based grading and how it fits into the PBL framework. See Episode Webpage for more notes and links.

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episode 7: assessment series part 3 - standards-based grading

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‎The PBL Playbook: Episode 7: Assessment Series Part 3 - Standards-based Grading on Apple Podcasts

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‎In this episode, Josh and Andrea sit down with Superintendent and author Michael McDowell to discuss standards-based grading and how it fits into the PBL framework. See Episode Webpage for more notes and links.

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Katherine Mann - Communicating Assessment

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Katherine Mann - Communicating Assessment

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This is a 33 minute Podcast. Katherine Mann speaks about assessment and tips for communicating student progress - looking at the data and how we respond to it.  What problem are you trying to solve and what data do you need to go about solving it?

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katherine mann - communicating assessment

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intersection education - toward better teaching and learning

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‎Intersection Education - Toward Better Teaching and Learning: Katherine Mann - Communicating Assessment on Apple Podcasts

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‎Show Intersection Education - Toward Better Teaching and Learning, Ep Katherine Mann - Communicating Assessment - Mar 24, 2020

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Bronwyn Ryrie Jones - Assessment to Improve Learning

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Bronwyn Ryrie Jones - Assessment to Improve Learning

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This is a 46 Minute Podcast with Bronwyn Ryrie Jones - you might like to start at the 14 minute mark and get right into the assessment conversation and how to improve our practice to better create learning for students.

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bronwyn ryrie jones - assessment to improve learning

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intersection education - toward better teaching and learning

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‎Intersection Education - Toward Better Teaching and Learning: Bronwyn Ryrie Jones - Assessment to Improve Learning on Apple Podcasts

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‎Show Intersection Education - Toward Better Teaching and Learning, Ep Bronwyn Ryrie Jones - Assessment to Improve Learning - Jun 12, 2018

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What impact are your current  practices having on efficacy? 6 Strategies for Promoting Student Self-Efficacy 

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What impact are your current  practices having on efficacy? 6 Strategies for Promoting Student Self-Efficacy 

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@theeducationhub This is an easy to read 3 page  article. Do your students enjoy challenges and tolerate failure or are your students more likely to avoid difficult tasks, and have low commitment to goals?

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Rick Wormeli on Formative and Summative Assessment - Research is challenging us to rethink what we believe and know about assessment.  Is your practice connected to this research?

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Rick Wormeli on Formative and Summative Assessment - Research is challenging us to rethink what we believe and know about assessment.  Is your practice connected to this research?

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This is a short video, less than 5 minutes. If we are to ensure all learners learn at high levels - assessment must support learning. Is your practice FEEDBACK FOCUSED? What impact are your current practices having on student engagement, student hope and efficacy?

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Rick Wormeli: Formative and Summative Assessment

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Dylan Wiliam  on Formative Assessment - research is challenging us to rethink what we believe and know about assessment.  If we are to ensure all learners learn at high levels - assessment must support learning - does yours?

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Dylan Wiliam  on Formative Assessment - research is challenging us to rethink what we believe and know about assessment.  If we are to ensure all learners learn at high levels - assessment must support learning - does yours?

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Watch this 2 Minute You Tube video as Dylan Wiliam (Author of Inside the Black Box)reviews the nature of formative assessment and how teachers can use it to gain better insights into student learning and achievement.

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From Performance to Learning: Assessing to Encourage Growth Mindsets

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From Performance to Learning: Assessing to Encourage Growth Mindsets

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Jo Boaler, Professor Mathematics Education Kristina Dance, Youcubed Estelle Woodbury, Youcubed

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If we are to ensure all learners learn at high levels - assessment must support learning.  

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If we are to ensure all learners learn at high levels - assessment must support learning.  

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A video of Scenes from a forthcoming Math film reveals a new reality: a classroom where every student is good at Math.  This is true for all subjects and learning in life.
This video is 2 minutes and 2 seconds

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What impact are your current assessment practices having on student engagement, student hope and efficacy? Assessment for a Growth Mindset

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What impact are your current assessment practices having on student engagement, student hope and efficacy? Assessment for a Growth Mindset

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By Jo Boaler and Amanda Confer of Stanford University. This article shares ideas from Jo Boaler’s book: Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching (2015): Jossey-Bass: New York

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Using Video to measure in ways that are conducive to learning - Is this an assessment option for your students?

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Using Video to measure in ways that are conducive to learning - Is this an assessment option for your students?

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Science With Tom

What are the tradeoffs of asexual vs. sexual reproduction for living things? Adaptability? Speed? Risk? Let a Marmorkreb and a turtle break it down for you.
This video is 2 minutes

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Sexual vs. Asexual Reproduction - Science Rap Academy

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How to Create Powerful Student ePortfolios with Google Sites - 

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How to Create Powerful Student ePortfolios with Google Sites - 

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How to create student e portfolios with Google Sites  DECEMBER 3, 2018 BY KASEY BELL Shake Up Learning

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Let's Talk About How to Create Powerful Student ePortfolios with Google Sites!

Online student portfolios are a great way to showcase student work and show growth over time. Google Sites is the perfect tools for you and your students to create ePortfolios.

Yes, folks, we are officially dropping the "e" from ePortfolios. Since digital is part of everything we do, there is no need to differentiate. In this post, we are using the more appropriate term, "Portfolios."

Google Sites talks to all of your favorite G Suite tools, is easy to use, embed student work, and make the learning more DYNAMIC. Learn more about Dynamic Learning here, and in my book, Shake Up Learning: Practical Ideas to Move Learning From Static to Dynamic.

Google Sites is a natural go-to for publishing student work for a global audience, something I think is a critical experience of preparing students for the future. Learn more ways to give students an audience for their work in this post: Every Student Should Publish for the World.

Portfolios are a great way for students to not only demonstrate learning to the teacher and others but also to learn and reflect on their own growth and progress over time.

[Tweet "How to Create Powerful Student Portfolios with Google Sites by @Mo_Physics #gsuiteedu"]

What is a Portfolio?
(aka ePortfolio, Electronic Portfolio, Digital Portfolio, or Learning Portfolio)

A portfolio is a collection of artifacts that demonstrate learning and growth over time. There are many different types of portfolios, and many different ways to use this strategy in the K-12 classroom and beyond.

Portfolios are nothing new. They have been around for decades and harkened back to paper files and notebooks, but today's digital versions are much easier to manage and share.

Can you implement in the primary grades?

Implementation in the primary grades may look different from the examples in this post, but don't assume that this is just for secondary students. My friend Christine Pinto, a Kindergarten teacher and co-author of Google Apps for Littles, shares how she uses portfolios with her little ones in this post.

Below is a guest post by Mike Mohammad, a science teacher in Wisconsin, and author of the Mo Physics Mo Problems blog. Mike shares how he and his students use Google Sites for their online portfolios, and he shares examples of student work.

How to Create Powerful Student ePortfolios with Google Sites
by Mike Mohammad

I've using portfolios in the classroom for the last five years. The portfolio process in my classroom has evolved, and I'd like to share some of my process and student creations. Whether you're looking to dip your toe in, dive head first, or already swimming in the deep end, advances in Google Sites has made the process of creating a professional-looking portfolio possible for any learner.

Student Showcase Portfolio

If you are looking to get started with portfolios, one way to start is with a showcase portfolio. A showcase portfolio is a place for students to present artifacts that show mastery of standards or skills. Showcase portfolios work especially well at the end of a term or as their final exam. It's a good place to start with portfolios as it doesn't require the regular updating a learning portfolio would.

Selecting which standards you'd like to have students provide evidence of is an essential first step as it will guide the focus of the portfolio. These standards could be content standards such as Common Core or NGSS. They could also be aligned with standards that extend beyond content such as ISTE standards.

In my first iteration of the portfolio, my students presented artifacts that demonstrated 21st Century Outcomes as outlined by the Partnership for 21st Century Learning.

Since our district adopted Next Generation Science Standards, students were asked to present evidence for each of the eight science and engineering practices in their portfolio.

The following are some examples that highlight presenting evidence for standards:

The process of creating a portfolio is not merely putting in a title on a page and inserting an artifact. The goal is for students to be able to explain the standard they are addressing. Then, students present their piece of evidence with context and explain how it meets the standard.

For any skill or standard students are being asked to address, teachers should ensure that learners have a variety of potential artifacts from which to choose. This forces students to think about what work they did that best demonstrates that skill or standard.

Student Learning Portfolio (Growth Over Time)

Another type of a portfolio is a learning portfolio in which students track and reflect on the learning process.

The very first year I started working with student portfolios, I attempted to implement this model but had many issues with it.

The main issue was that it required the portfolio to be a place students visit multiple times per week. In the old version of Sites (Classic Sites), accessing and editing was quite cumbersome and not intuitive.

Here are examples from my 1st year of student portfolios in the OLD Google Sites:

The new version of Google Sites stores the site within Google Drive. That means it can be accessed easily like any other GSuite file. And inserting new text or files is a simple process.

In the learning portfolio, we arrange each unit as an individual page. Students place work from the unit and introduce the piece.

Also, it is a place for students to reflect on formative assessments such as quizzes. By scrolling down the page, one can track student progress through the unit assessment including final reflections on the unit.

The following portfolios are for my current students. So beyond the pages highlighted here, they are in progress.

One of the most challenging parts for students using this type of portfolio is the deep reflection that is required and seeing the benefits of reflecting on their performance. Part of a powerful reflection is not just looking at past performance, but using that as a platform to plan future action. I've been trying to tailor my student reflections to end with how past performance will affect future practice.

Learner Profile Portfolio

If a portfolio is going to be more than a file cabinet for student work, it has to not only reflect the work students do but also encompass aspects of the person that may not be evident is a classroom artifact.

As outlined by the Institute for Personalized Learning, a learner profile contains demographic and academic information. But, it also houses information on skill sets and drivers for learning. That is why I like to have students include information about their interests and aspirations on a Passion Page by incorporating YouTube videos.

See examples of student passion pages:

On the, "Me as a Learner," page, I like students to communicate their strengths as a learner and present evidential artifacts.

A digital portfolio is also a place where students can house their passions project artifacts.

I encourage my students to continue sharing their work and passions even after they leave my classroom. When students are ready to share their portfolio, they have several options. They can share the site much like they would a GSuite file giving view rights to specific individuals. If students want to publish their work, they can publish to a specific domain or the world.

Once you have decided on the style of portfolio you plan to implement with your students, and the pages they will need to create, you can walk students through the steps.

As students are learning the skills of creating a portfolio, they are learning the skills of web design. That's the power of using Google Sites for portfolios.

The creation process is something that I walk students through once, and they pick it up pretty quickly. Below are the how-to steps for using Google Sites to create student portfolios.

How to Create a Google Site

How to Create a New Google Site:

1. To create a Google Site using the New Google Sites platform, go to sites.google.com/new.

2. Click on the red "+" in the bottom right of the page to create a new site

How to Add Pages in Google Sites
For additional support, please refer to the Google Support Center for Google Sites.
Once the site is created, students can add new pages to their portfolio.

To add a new page,

1. Go to the right sidebar menu and click on the PAGES tab

2. Click on the "+" at the bottom of the menu to create a new page

3. Name the page and click "done."

Select a Page Layout

Layouts are a very powerful tool that I have students insert as they have space to insert an artifact with text a heading and descriptive text.

To select a layout,

1. Go to the right sidebar menu and click on the INSERT tab

2. Click and drag the layout onto the page

Insert Learning Artifacts

Once a Page has been created, students will use the INSERT tab to insert artifacts from a variety of sources and add text to explain the artifact.

One big thing that is easily overlooked when publishing to an audience outside of your classroom is that any artifact in their portfolio should be set so that anyone with the link can view.

The INSERT tab gives you several options. You can insert:

a text box

Embed code (This is the code you copy from another site that allows you to embed it in your Google Site. For instance, you can embed a Padlet wall.)

Images

From Drive (This is where the magic comes in! You can insert just about anything from your Google Drive with ease. Just remember to make sure these files have been shared as "anyone with the link can view," if you plan on sharing your portfolios publically.)

To insert text or objects in a page,

1. Go to the right sidebar menu and click on the INSERT tab

2. Select the content you wish to add to the page

Or you can double-click on the page to open a quick insert menu.

Publish Your Google Site

Once you are ready, click the "Publish" button on the top menu to publish your site. Give your site a name and URL, and click Publish.

Giving students an audience for their work that is outside of their teachers, parents, and classmates is a valuable experience and should not be overlooked. (See Shake Up Learning's previous post: Every Student Should Publish for the World.)

To ensure that your outside audience can view:

1. Click on the share icon next to the publish button.

2. If your site is NOT shared so that "Anyone with the link can view," click on "Change."

3. Select "Anyone can find and view."

4. Click "Save"

Are You Ready to Get Started?

There are many ways you can implement portfolios with your students. Which strategy will you try?

Looking for more ideas?

Check out this episode from The Google Teacher Tribe Podcast on Google Sites for ePortfolios.

About Mike Mohammad

Mike Mohammad has been teaching high school science for 17 years. He has been teaching at Brookfield High School for the last 14 of those. Mike attended UW Madison where he received his degree in Secondary Education in Broadfield Science and Biology with additional certifications in chemistry and physics. In his time at Brookfield Central, Mike has taught Biology, Chemistry, Physics, and General Science. He is currently teaching Physics and AP Physics. His interests in education focus on putting students at the center of their own learning experience. He lives in Brown Deer, WI with his wife.

Connect with Mike:

© Shake Up Learning 2022. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.

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How to Create Powerful Student ePortfolios with Google Sites

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Let's Talk About How to Create Powerful Student ePortfolios with Google Sites! Online student portfolios are a great way to showcase student work and show growth over time. Google Sites is the perfect tools for you and your students to create ePortfolios.

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Cultivating a Positive Assessment Culture

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Cultivating a Positive Assessment Culture

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Building hope, efficacy and achievement By: DA Author | Issue: November, 2018 | Web Seminar Digest
October 24, 2018

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Sponsored Content

Most current assessment systems rely on generating data in order to identify, sort and label students, as well as educators. But this approach is at odds with what has always been the true purpose of effective assessment, which should instead be to build hope, efficacy and achievement for both learners and educators.

In this web seminar, renowned author, trainer and educator Cassandra Erkens outlined the main tenets of effective classroom assessment, and explored the systems and culture of expectations that district leaders must create to establish a healthier, more effective approach to assessment.

Speaker

Cassandra Erkens

Author, trainer and educator

Solution Tree

Cassandra Erkens: Students as young as 3, 4 and 5 years old are the No. 1 instructional decision-makers in every classroom. On any given data point, they will make a decision to either opt in or opt out. Students make a decision: Do I take the path of continued learning, or do I take the path of well-being and self-preservation because what's being asked of me is far too challenging? As a result, today we have a lot of kids who are opting out of learning. Schools are full of intentional nonlearners.

I don't believe that's the fault of the teachers. I don't believe it's even the faults of the kids. I think it's what we're doing in the area of assessment. So we want to try to change that premise from the very beginning. Assessment was always supposed to be something that was a kinder, gentler process than we have turned it into, with data crunching and sorting and labeling of students and teachers alike.

Assessment is the gathering of clean data with which to make an informed decision. It is a separate but corollary process to evaluation, which is the judgment of the data. When we use assessment, we give back just the facts. That kind of information can help students get in the driver's seat to close their gaps.

In addition to giving kids that kind of information, we need to be thinking about what we're striving to do with our assessment practices. One of the things we have discovered-and we are now very adamant and very firm in how we talk about it-is that every time you give an assessment, it must accomplish these three things: It must increase hope, increase efficacy and increase achievement.

1. Hope is so important. The new research that's emerging suggests that when hope is off the table, when students feel like the best they could do is less than an A, it becomes difficult to pull them forward. So every time we give an assessment, students should know more about their strengths than about their weaknesses. The definition of a good formative assessment is if a student still has the option to get to mastery by the end of a semester or a year of learning. Is that A, that masterful option, still on the table for them?

2. Efficacy is equally important. Efficacy is when students get to know themselves following their assessments. They begin to understand their strengths as learners, their stretch points and their opportunities to continue to grow. They develop that growth mindset and that learning skill set to be the instructional decision-makers. They're willing to stay in the game because they believe they have the capacity to close that gap.

3. Achievement is important. For far too long, we have used assessments to rank in order rather than to increase achievement. We want our assessments to help kids monitor growth over time.

At the building level and in the individual classroom, we need a learning-rich culture that provides opportunities for kids to take risks, to make mistakes, to have productive failures and then to ultimately get to that big picture of success. A summative assessment should be an opportunity for a student to celebrate how much they have learned, and every student should walk into that summative experience already believing success is imminent because they've been tracking their progress and because they've not been held hostage to the mistakes that they've made along the way.

Try to create a healthy, balanced assessment system at the district level-not high-stakes benchmark assessments, but assessment processes in which teams get to be part of talking about what we want for proficiency in our schools, and how we will know it when we see it, and how to have ownership from teachers as well as students in what this all needs to look like.

To watch this web seminar in its entirety, please visit districtadministration.com/ws083018
Interested in edtech? Keep up with DA's Future of Education Technology Conference®.

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Cultivating a Positive Assessment Culture

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Sponsored Content Most current assessment systems rely on generating data in order to identify, sort and label students, as well as educators. But this approach is at odds with what has always been the true purpose of effective assessment, which should instead be to build hope, efficacy and achievement for both learners and educators.