The Use of Electronic Portfolios in Alternative Middle Schools

As one of the fastest growing segments of the public education system, "at-risk" students present challenges in terms of instruction and assessment. Often presenting with low grades, poor attendance, and low standardized test scores, these students do not meet the criteria for special education. Frequent moves from school to school, family chaos, poverty, and a long-standing lack of success have often contributed to their academic difficulties and may outweigh their average to above average intellectual capacities. The early desire to learn about the world has often been transformed into apathy and boredom by the time they reach middle school. Questions then become:

• What are ways in which educators can assist these students in reinvesting in their education?
• In what ways do students' reinvestment in their own learning process change their lives and the lives of others around them?
• What are the best ways in which to assess at-risk students?

Currently, two alternative middle schools are participating in a study designed to investigate the answers to these and other questions about at-risk students. Seventh and eighth grade students have learned about the Indiana Academic Standards, and are working to re-write some of these standards into language that is understandable by other adolescents. They have then worked throughout the academic year to create electronic portfolios of their work, with documentation included in their portfolios that is linked to the academic standard(s). Students have learned computer skills in the process of creating their portfolios as they include audio clips, video clips, digital photographs, and scanned documents as electronic evidence of their performance. The creation of the electronic portfolio provides them with proximal feedback, a significant amount of choice in their demonstration of success, and an outlet for creativity that may have been stifled previously.

As the classroom is a system in which a change in one part creates changes in the whole, trends are beginning to emerge not only in the students, but in the teachers as well. When the teachers begin to sense that students are becoming more interested in education, teachers have demonstrated a desire to learn more about electronic portfolios and the computer skills involved in their development. In addition, once teachers can begin to see what their students have included in their portfolios, new ideas about teaching methods and activities begin to evolve.

It is early in this process, but we are excited about the possibilities that this work may uncover. Clearly, these are students who have great potential, and it is imperative that we explore ways to rekindle their curiosity and desire to learn about their world. Measuring that change in the best possible ways is critical in the drive to develop both theory and practical interventions for at-risk students.

For more information about this project, please contact Deb Lukens at lukensdeb@insightbb.com