A Study of the Use of the Digital Portfolio in Middle School Orchestra

Abstract

The purpose of this study was to describe perceived benefits and challenges of using a digital process portfolio as a means of assessment in a middle school orchestra classroom. This study described the perspectives of orchestra students, their parents, the teacher, and the arts supervisor, while using a digital process portfolio over a twenty-week period. Specific research questions included: (a) How do students perceive the benefits and challenges of using a digital process portfolio in orchestra?; (b) How is the use of a digital process portfolio beneficial or challenging to a parent’s understanding of their child’s progress?; (c) How is the use of a digital process portfolio beneficial or challenging to the teacher’s assessment of student learning?; and (d) How does the art supervisor perceive the benefits and challenges of using a digital process portfolio? Data was collected through a 21-item student survey, a 13-item parent survey, a teacher journal, and an interview with the arts supervisor. The themes that emerged from the data included, (a) benefits and challenges of the portfolio program, (b) the use of technology related to the portfolios and, (c) the usefulness of the portfolio for goal-setting and documenting growth over time. The greatest benefits were the inclusion of videotaped assessments and student reflection, which allowed students to see their performance, aided in goal-setting, and documentation of progress over time. The greatest challenges were related to technology and use of class time. The administrator also stressed the importance of support from teachers, administration and the technology department.