Purdue Students PLEASE NOTE: As of Fall 2004, the
School of Education has migrated to a new electronic portfolio
system named TaskStream. For
more information about TaskStream, please click here.
(The information below pertains to the former Purdue
Electronic Portfolio
system developed as part of the P3T3 project from 2000-2004.)
The Purdue Electronic Portfolio
Click here to
log
in to the Purdue Electronic Portfolio system (requires ID and
password)
Need e-portfolio account help?
Contact:
Christian Mattix
cmattix@purdue.edu
Download a student
guide to the e-portfolio system (PDF, 574K)
View of glossary of e-portfolio
terminology
View a PowerPoint
presentation given to EDCI 649 on 12/03/2003
View relevant standards
that apply to the portfolio
Instructor Videos:
These tutorials demonstrate how to do various things
with the PEP system.
Portfolios are a key element of an overall program that is designed
to help teacher candidates attain the knowledge, dispositions, and performances
necessary to become effective teachers. Purdue University has committed
to implementation of a Unit Assessment System, a performance-based approach
to teacher licensure that will include the use of student portfolios,
by June of 2001.
Each student will develop an electronic web-based portfolio that
will:
- be used for self-reflection on learning,
- document professional growth, and
- provide the foundation for performance-based licensure.
Technology provides the means to create and maintain a dynamic portfolio,
one that can include multiple representations of student thinking
and one that can change over time as students grow and mature as professionals.
The student portfolio will consist of a variety of multimedia materials
that may include artifacts such as materials designed by the student,
videos of classroom experiences, lesson plans and written reflections,
photographs, mentor's or instructor's comments, classroom observations,
research projects, and written or oral commentaries. In addition to
showcasing students' development as practitioners, developing a multimedia
portfolio will require that students develop the skills (e.g., scanning,
digitizing, digital video and audio production, web page development)
necessary to create it. The portfolio integrates instruction, learning,
and assessment, and it puts a special emphasis on the use of the technology
itself. The P3T3 project developed a dynamic web-based portfolio
management and utilization system that supported students' portfolio
development and faculty members' use of the portfolios in instruction
and assessment.
