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Real-time reporting using e-Portfolios

By now, most of us are familiar with the purpose, potential and tools for e-portfolios – a digitally visible and accessible way to capture, celebrate, reflect and feedback/forward on learning. We know that regular connections between parents and whānau and school and kura can have a positive impact on learners.

In this Enabling e-Learning video, Students at Motu School use e-portfolios as a way to share and explain goal setting, sharing their learning, and reflecting on their progress as they lead three-way conferences with parents and teachers. Having the portfolios online means parents can access and be part of their children's learning at anytime.

Fast forward to now, and some schools are taking a fresh look at their twice yearly reporting processes to rethink what a personalised and responsive model for reporting could look like; using digital solutions to provide a more accurate picture of their child’s real-time performance (Ten Trends 2019 PDF p10).

With technological advancements, anyone can receive ‘on demand’, real time, personalise feedback (how am I doing) on pretty much anything - from health records to bank records. So it would seem six-monthly, one-size-fits-all reporting model is an outdated and ineffective way to provide real-time formative assessment to inform next steps in learning. (Ten Trends 2019 PDF p10).

What does real-time reporting look like?

PLD Facilitator Katrina Laurie has been working with schools unpacking the Ten Trend: Real-time reporting using digital platforms like Seesaw.

 

In Linton Camp School (Palmerston North), there has been a PLD focus on assessment capability and learner agency so students can articulate and share their learning via digital portfolios with parents/whānau. Teachers have been creating 60sec elevator pitches to explain: Real-time reporting, drivers for this change, how this will look, and what is needed for this to be successful.

Westmere School (Whanganui) have engaged in Digital Fluency PLD with a growing focus on using Seesaw to replace their mid-yearly reporting format. They have created a draft framework, so that students can share their learning with parents and whanau using Seesaw. For more on this framework and the rest of the story see, Ten Trend: Real-time reporting. 

 

Is your school looking at your current reporting processes? Is there something you’d like to do differently, improve, change or replace? We’d love to hear more. Feel free to join the e-Learning Leadership group and add your comments below.


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Replies

  • Andrew de Wit (View all users posts) 27 Oct 2019 10:33am ()

    Hi, we have been using EDUCA at Fergusson Intermediate this year and as a former Seesaw user have been hugely impressed with their platform. Not only does it do all the things that SeeSaw does, but it also has NZ curriculum indicators built-in and the ability to add your own (we have our RISE values incorporated). The other thing I really like is that I get to talk to NZers when I need help and they are super responsive to our ideas for development. I would definitely recommend this as a vehicle for online portfolio. We are planning to move our reporting over in the next year.

  • Tessa Gray (View all users posts) 25 Oct 2019 10:22am ()

    Kia ora Trish, what platforms were you considering?

    Seesaw is one of many tools that enables this to happen, and I can see this could get easier with senior students collating, curating their own content. The biggest challenge comes with how far/wide this process can be adopted within and between schools and understanding about purpose and potential .

    For example, What content will become part of the e-portfolio (including micro bits/units of learning), and will this be recognised as part of a bigger credentialing system (open badges etc)? Who will manage and own this (data moveable between schools), how will it be used as part of a feedback-feedforward process (formative/summative), who has access to help feed into the learning? Can this become part of a larger, recognisable system beyond the kāhui ako?

    Trish, you might be interested in this NEW page published in Enabling e-Learning TKI, Real-time reporting .

    CellphoneSchools that have implemented real-time reporting experience significant benefits.

    • Students engage in conversations about their learning while it’s still relevant. 
    • Teachers can easily monitor progress and support student learning in a timely manner.
    • Parents are more connected with their child's learning.
    • Deeper conversations about learning can take place at parent-teacher-student conferences.

    Find out more about engaging your community, different software, and overcoming some of the challenges with a change. Enabling e-Learning newsletter (October 2019)

  • Trish Bevins (View all users posts) 08 Jun 2019 1:13pm ()

    This is an interesting idea but I wonder how well this would work in a secondary school context? Most of the examples and video clips are around early childhood and primary school reporting on the students learning etc. Our Kāhui Ako is discussing the possibility of using an electronic platform between the centres and schools for students that are transitioning into their next learning phase i.e. early childhood to primary, primary to secondary school.

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e-Learning: Leadership

e-Learning: Leadership

Exploring leadership for change, vision, policy and strategy that integrates ICTs into learning.