Program Theory Development
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If students are provided with software to use as an electronic learning portfolio to document learning (Freshgrade), students will experience deeper, more authentic learning. By planning and setting goals, monitoring growth, selecting and analyzing their evidence of learning, and reflecting on their learning, students use higher order thinking skills and become self-regulated learners. Electronic portfolios provide the means to organize learning in such a way where students can look back on their learning and see where they have been, and where they need to go. It also increases their understanding of curricular standards and objectives, and allows for ongoing feedback and more parent-teacher partnership in student learning. Published research, student reflections, anecdotal evidence, and posts on Freshgrade provide evidence that the use of electronic portfolios lead to successful results and deeper learning for students. Below is a chart to explain this theory.
Potential Unintended Results
There are some issues of concern that could result from implementing Freshgrade in a school. The use of electronic portfolios must be manageable and a constructive use of instructional time. More time could be spent on uploading or troubleshooting then on learning if the technology is not implemented well. Without technological support and general administrative support, the program could become overwhelmingly frustrating and abandoned altogether.
A shared vision among teachers is also important to implement electronic portfolios effectively. It can become time consuming to learn the technology, and provide ongoing feedback throughout the whole school year instead of concentrating more on summative feedback during report card time. More clerical mistakes may also occur on portfolios because it is a live document that is not necessarily proofread by colleagues or administrators.
The electronic portfolio may not end up being used for its intended purpose. Instead of documenting student process (progress over time), posts may be more of a scrapbook of learning with too many posts and pictures over quality assessment (quantity over quality). Teacher expertise and involvement is critical to facilitate the selection of evidence alongside students, but navigating the balance can be difficult. Teachers must be aware of children's developmental stages and be able to know when they are able to select their own evidence of learning that best reflects their learning over choosing what they liked to do best. For example, a student that selects to post a worksheet completed as a class with the teacher is not evidence of their learning. A video taken of the student explaining their understanding of a concept is better evidence even though students may not like their video. Students should also use multiple forms of assessment but often lean toward their favourites. Inversely, there can be too much teacher direction with teachers selecting too much evidence for students.
Finally, electronics are not for everyone. Not all students prefer digital portfolios over paper ones. Furthermore, electronic portfolios may create some frustration for parents who prefer to see and hold evidence of student learning.