In this final lesson, we learned about the importance of applying formative and summative assessment with the use of ePortfolios. We discussed that these assessments need to provide specific and quality feedback for students to follow. It is also important for this feedback to be given in a timely manner so that students are able to make necessary alterations. In the resource, “Principles of Learning – Frequent Feedback”, the author states, “Because the brain wants to deal with the most pressing matters, it is necessary to practice those things that we wish to retain and to receive feedback that includes ‘explicit cues about how to do better’” (Seely, Brown, & Duguid, as cited in Ewell, 1997, p. 9). These “explicit cues” allow students to see areas of growth that they might not have seen themselves.
The questions asked in this lesson made me examine how I am assessing student learning with ePortoflios, which then made me contemplate the target of using ePortfolios and what I should expect from the students. The target of the implementation of ePortfolios in my video production classes is that students will have a place to showcase their work as well as a platform for reflection. The consistent reflections will serve as formative assessment and the video projects will be used for summative assessment. Both of these assignments will be posted on the students’ ePortfolios and allow a space for me to provide feedback.
The resources and rubrics from this lesson were very helpful as I considered the best approach to give formative and summative feedback and assessment. My expectations are that students will post videos and reflections on time and meet the criteria of each assignment. The students’ reflections will be graded on the timeliness of each post, follow up postings, content contribution, and clarity and mechanics. The implementation of ePortfolios in my video production classes will not only provide a platform to showcase their work, but also a space to reflect on their growth.