The journey towards the MYP ePortfolio

The MYP eAssessment acts as a summative task, but it is a holistic formative assessment in nature. For those subjects whose eAssessment components comprise the ePortfolio, the assessment is a journey, an exploration, and an opportunity for students to claim ownership of what they are able to do with the language they are learning.

A portfolio is a learning instrument that demonstrates how learning experiences and engagements were documented. It is not just a selection of papers that were put together to tick a series of of tick boxes. For this reason, the design of the learning process that will be documented needs to be thought meticulously. This blog post shares an experience planning the language acquisition ePortfolio.

As highlighted in the eAssessment guide 2017, a language acquisition portfolio needs to include the following items:

pag-34

IB MYP eAssessment Guide 2017 pag 34

Thus, as it can be seen, the outcome and expected products are clear. Moreover, if consider the conceptual framework (Key Concept, Related Concept, Global Context, Statement of Inquiry, inquiry questions) that is provided in the partially competed planners, the key elements to design the path for the learning process are also present.

The following illustration shows a general view of how learning was spread along the journey.

screen-shot-2017-03-01-at-6-55-40-pm

The table below indicates the roles teacher and students had at each stage of the process.

screen-shot-2017-03-01-at-8-27-37-pmThe ePorfolio will be externally moderated, and examiners will award the final level; however, teachers and students must not miss the opportunity to compare students’ production at the beginning of this unit, and at the end. Portfolios are a valuable tool because they allow us to see how one’s skills evolve; how new learning complements past learning; how encountering new ideas enables us to develop deeper and richer understandings; and how sustainable our progress and achievements are. For this reason, it is my sincere hope that this learning opportunity is not seen as an imposition, but that it is experienced as a process that will contribute to our growth mindset as lifelong language learners.

Below are other ideas/resources that may be useful.

[1] The impact of the Global Context on the Statement of Inquiry

[2] Linguistic aspects in KC, RC, GC.

[3] Exploiting the Statement of Inquiry.

[4] The Unit Planning Compass.

Below is a student’s portfolio created in MYP2. I found that it’s a great idea to introduce the value of keeping a portfolio as a reflection tool, in order to build capacity for the ePortfolio. Note that this portfolio IS NOT an ePortfolio sample, but a demonstration of the power of portfolios as learning tools.

Student’s Work Portfolio

 

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About Rafael Angel

Concept-Based Curriculum and Instructor Independent Trainer. Concept-Based Foreign Language Curriculum and Instruction specialist. Teaching and Learning Director; lives for traveling, reading, learning and tasting new flavours; culture and art lover; passionate about cinema and music. IB MYP, DP Workshop Leader. Mexican YouTuber and Soundclouder.
This entry was posted in ATL, Curriculum, eAssessment, MYP, Planning, Resources, Strategies and tagged , , , , , . Bookmark the permalink.

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