"Welcome to my first entry into the world of blogging. I'm not sure I can get into the habit of posting to a web log on a regular basis, but I want to give it a try, since this looks like a technology that is being used in reflective portfolios." This is Helen Barretts first sentence in the world of blogging at E-Portfolios for Learning. Can you tell that she is going to be using this as a reflective portfolio? This shows that blogs can be used in many ways, including reflective portfolios.
In Barrett's paper that she is currently writing at Digital Stories of Deep Learning, she states that the purpose of a portfolio can be either summative or formative and both can sometimes conflict with each other. here is a table that shows the contrasting views of each form of assessment:
Barrett states that blogging makes porfolios more engaging for children.
"Since one of the main goals of a portfolio is reflection on learning, perhaps a blog is a good option, since it can be used as an online reflective journal and an environment that invites collaboration." So Barrett is stating that blogs allows for children to reflect as well as post comments on other childrens blogs. this shows that children can read their comments and use it as critical feedback to their reflective portfolios.
In Barrett's paper that she is currently writing at Digital Stories of Deep Learning, she states that the purpose of a portfolio can be either summative or formative and both can sometimes conflict with each other. here is a table that shows the contrasting views of each form of assessment:
| Portfolios used for Assessment of Learning | Portfolios that support Assessment for Learning |
| Purpose of portfolio prescribed by institution | Purpose of portfolio agreed upon with learner |
| Artifacts mandated by institution to determine outcomes of instruction | Artifacts selected by learner to tell the story of their learning |
| Portfolio usually developed at the end of a class, term or program - time limited | Portfolio maintained on an ongoing basis throughout the class, term or program - time flexible |
| Portfolio and/or artifacts usually "scored" based on a rubric and quantitative data is collected for external audiences | Portfolio and artifacts reviewed with learner and used to provide feedback to improve learning |
| Portfolio is usually structured around a set of outcomes, goals or standards | Portfolio organization is determined by learner or negotiated with mentor/advisor/teacher |
| Sometimes used to make high stakes decisions | Rarely used for high stakes decisions |
| Summative - what has been learned to date? (Past to present) | Formative - what are the learning needs in the future? (Present to future) |
| Requires Extrinsic motivation | Fosters Intrinsic motivation - engages the learner |
| Audience: external - little choice | Audience: learner, family, friends - learner can choose |
Barrett states that blogging makes porfolios more engaging for children.
"Since one of the main goals of a portfolio is reflection on learning, perhaps a blog is a good option, since it can be used as an online reflective journal and an environment that invites collaboration." So Barrett is stating that blogs allows for children to reflect as well as post comments on other childrens blogs. this shows that children can read their comments and use it as critical feedback to their reflective portfolios.
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