The AABE e-Portfolio Project is a three year collaboration between the Native Education Centre (NEC) http://www.necvancouver.org and VCC. Since September, 2008, NEC students have been engaged in a process of gathering, evaluating and presenting evidence to demonstrate competencies met for English12 and Math 11. These e-portfolios form part of the BC Adult Graduation Diploma requirements for English 12 and Math 11.
What are e-Portfolios?
Definition and Role in Education
“A purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas.” ”(Del Vecchio et.al, 20001)
A portfolio assessment is the evaluation of knowledge about a particular subject area, supported by a written reflection of the learning that has been experienced. Students gather, evaluate, and present authentic examples to demonstrate meeting course learning outcomes.
What’s in it for students?
Project manager, Wendy Seale-Bakes, suggests the educational value of portfolios and e-portfolios specifically include:
- Demonstrates progression and depth of learning achieved
- Invites reflection
- Encourages creativity
- Encourages integration of factual and creative
- Focuses on the experience of learning & metacognitive thinking
- Provides evidence of learning
Why does it fit well with the profile of AABE students?
- Focus on self directedness
- Holistic approach to assessment and learning
- Opportunity to enhance self-esteem
- Documentation of learning and competency
- Students own the portfolios and may use them for employment or further education
Some Pedagogical Reflections
How do we know our students are learning? How do they know? Through the portfolio process, students become more aware of the learning outcomes for their courses, and engage in a regular process of reflection on how well they are achieving those outcomes. The portfolio process enhances learning at the same time as it contributes to learner self-awareness, confidence, and a sense of control over learning.
Working with the instructors and students at the Native Education College has helped Wendy and other VCC instructors involved in this project appreciate Aboriginal ways of knowing, learning, and being, and to understand that culturally appropriate education means more than just adjusting content for First Nations, Inuit, and Metis learners. It involves a different way of seeing the world and how we live in it.
 Del Vecchio, A., Gustke, C. & Wilde, J. (2000). Alternative Assessment for Latino Students. In J.V. Tinajero & R.A. DeVillar (Eds.), The Power of Two Languages (pp. 365 – 382). New York: McGraw-Hill