International Higher Education Teacher Award ^2024/25

Portfolio system has been implemented in 2020/2021 and innovated in 2023/2024. It serves as a tool for continuous support of students during their five-year Master's studies. It enables them to reflect on their competencies related to the teaching profession, set their individual plans in collaboration with peers and university and primary school teachers, and achieve their professional challenges. At the core are portfolio assignments spread throughout the study. Students receive individualized formative assessment in LMS Moodle. Self-assessment, peer assessment, and assessment by the university and primary school teacher are used. In addition to the required portfolio assignments, students upload additional materials of their individual choice to their e-portfolios and present them in the courses in years 4 and 5. Mutual respect among diverse classmates, sharing and enriching each other is built by this practice. Portfolio work is thus a good model for portfolio work in the inclusive primary school where students will teach. Portfolio assignments are linked to the final exam topics, so students know from the beginning of their studies what competencies they should graduate with and can monitor and record what they have already achieved. In 2023/2024, a final examination with a portfolio was used for the first time. In this exam, students engage in a professional dialogue with the examiners over authentic materials. The assessment of the student's performance is related not only to the knowledge and skills achieved but also to their effort and progress during their studies. In research on students' experiences of the state examination (presented at the ČAPV conference in September 2024 and prepared for publication), it was found that compared to 2022/2023, in 2023/2024 there was a significant increase in the number of students who "felt they could apply what they knew about the subject area" and a decrease in the number of students who "felt stressed" and “not good enough”during the examination. The system description: Portfolio_information_new.pdf; Circuits_Open_last-version_1.11.2023.pdf A talk about the benefits of working with portfolios - participants: https://open.spotify.com/episode/15W3Rg8Oc5TdsnvdB4L5y6 and students: https://open.spotify.com/episode/44MOmoRYALvdW24rYTC3GO A sample of one LMS Moodle course: Upravit kurz: Didaktika 1. stupně ZŠ I AR_2023/2024 záloha | DL 1

Methodology

First, in 2020/2021 the system and structure of the portfolio were developed by the core team of 6 members of the Pre-primary and Primary Education. The concept was based on the graduate profile of the study program, and after the publication of the newly created national graduate profile (Teacher Student Competence Framework) in October 2023, the portfolio system was adapted to be coherent with this framework. The examination topics and the expected learning outcomes have been formulated. Then, the expected learning outcomes were consulted and improved with members of the Department of Psychology and Special Pedagogy and were distributed across the years of study and the relevant theoretical and practical subjects. This was a completely new systematic practice, which responded to new educational state documents and enabled the introduction of the system of innovative learning assessments. Students and their teachers are continuously familiarized with the system and its improvements from 2020/2021. Portfolio assignments were formulated for half of the examination topics, and the completion of these assignments demonstrated the achievement of appropriate professional competencies. The tasks are formulated in such a way that students always have the possibility to choose different ways to complete them and also choose an adequate level of support. Criteria are formulated for the tasks, so they scaffold students' learning and assessment. The portfolio also includes an individualized section. Here, students include materials that have influenced them in any way on the path to becoming a teacher or materials that illustrate their professional achievements and challenges. From 2021/2022 individual teachers were given detailed training on the Portfolio system and providing individualized feedback, including how to provide it to those students who have barriers to learning. The aim was to support students so that all who show adequate effort will achieve success and make appropriate progress within their individual capabilities. Teachers of various subjects in the LMS Moodle environment have assigned individual portfolio tasks. Their submission was mostly required in the forum module. The students self-assessed their completion of the assignments using the criteria, and then their classmates and the university teacher gave them feedback on the submitted assignment. Students were encouraged to provide formative feedback in order to provide the individual with appropriate support throughout their learning. Sharing of their own task progress, obstacles encountered, and successes, as well as peer formative assessment, also occurred in face-to-face tutorial sessions. In this way, innovative student learning assessment and diversity in the student community were promoted. Completed assignments and all assessments related to them are entered by the students in their electronic portfolios, which they bring at the end of their studies for the final exams. Students in Years 4 and 5 participated in activities in two courses that helped them to sort the materials they had collected so far (especially those from the individualized part), share them with others, reflect on what they had learned through them, and thus contribute to the learning of others. There is a natural progression towards fostering an inclusive learning environment in line with how student teachers learn to construct it in the primary school they attend for their practice. For the first time in 2023/2024, Year 5 students took the final exam with a compulsory portfolio. In this final exam, students engaged in a professional dialogue with the examiners over authentic materials they have in their e-portfolios. The portfolio made it possible for the assessment of the student's performance to be related not only to the knowledge and skills achieved but also to students' effort and progress during their studies. The student largely chooses in the state examination on which materials he/she will demonstrate the achievement of his/her professional competences and also in the state examination his/her self-assessment and the formulation of his/her plans for further professional development. At the end of the academic year 2023/2024, the whole process was evaluated. In research on students' experiences of the state examination (presented at the ČAPV conference in September 2024 and prepared for publication), it was found that compared to 2022/2023 when students attended traditional state exams with the interpretation of the drawn topic and answered questions by the examiners, in 2023/2024, having held a student final exam with portfolio support, there was a significant increase in the number of students who "felt they could apply what they knew about the subject area" and a decrease in the number of students who "felt stressed" and “not good enough” during the examination.

Tools, equipment, technology used

The Charles University LMS Moodle environment has been used for the assessment of the student's portfolio assignments. Different modules of the LMS Moodle have been used. Students´ submission was mostly required in the forum module. It enables students to assess the assignments of their peers and the university teachers to give them feedback and all of the participants to discuss different issues. The modules of chat, test, and workshop have also been used. Some portfolio assignments required audio or video recording of the student's work or practice. Students used their chosen repositories and granted access to other students and instructors. All portfolio materials were digitized, and students had a choice in how they were processed. No software was prescribed.

Outcomes and outputs, main results

The system of the portfolio was developed and published in the web of the Pre-primary and Primary Education Department, so all the students can orient themselves in the system from the beginning of their studies: https://pedf.cuni.cz/PEDF-871.html?cat=prac&org=1578 (Portfolio_information_new.pdf; Circuits_Open_last-version_1.11.2023.pdf) In 2023/2024, a total of 306 students received detailed formative feedback from university tutors on 5 portfolio assignments. This feedback was accompanied by peer assessment and student self-assessment. In addition, partial feedback activities were conducted in individual seminars on innovative teaching. Students' assignments were also graded and categorized according to the number of points they scored into tasks demonstrating excellent, very good, good, and minimal learning outcomes. These groups were then provided with individualized scaffolding. 262 students in Years 4 and 5 have been trained in systematizing and reflecting on their portfolios. A talk about the benefits of working with portfolios of three participants of the project (University teachers): https://open.spotify.com/episode/15W3Rg8Oc5TdsnvdB4L5y6 and teacher students: https://open.spotify.com/episode/44MOmoRYALvdW24rYTC3GO illustrate, how the innovation support students learning assessment, the inclusive approaches to students and enjoying the diversity of styles, approaches and practices. The LMS Moodle support of diverse courses has been innovated to support the innovative practices in students' learning assessment, supporting inclusion and diversity (see for example: Upravit kurz: Didaktika 1. stupně ZŠ I AR_2023/2024 záloha | DL 1) In research on students' experiences of the state examination (presented at the ČAPV conference in September 2024 and prepared for publication), it was found that compared to 2022/2023 when students attended traditional state exams with the interpretation of the drawn topic and answered questions by the examiners, in 2023/2024, having held a student final exam with portfolio support, there was a significant increase in the number of students who "felt they could apply what they knew about the subject area" (83% in 2024 vs. 66% in 2023) and a decrease in the number of students who "felt stressed" (33% in 2024 vs. 47% in 2023) during the examination. The portfolio system is ready so that all the students of the Teaching at primary school study program (approximately 750 students) can use it every year, and at the end of their studies, (approximately 150 students of Year 5) can take the state exam with the portfolio.

Lessons learnt

The feedback from students and teachers clearly shows that both groups of stakeholders appreciate the portfolio system's transparency and comprehensiveness. We were prepared for the fact that there might be concern and reluctance on the part of both lecturers and students to engage with portfolio development in a systematic and ongoing way. This fear has been realized to a certain extent, but the above-standard activities (meetings with colleagues and learners, explanations, visits to the classroom, inclusion of activities where the portfolio system was explained, involvement of learners in explaining the meaning of the portfolio to their fellow students, information campaign, etc.) have ensured that at present the voices questioning the portfolio system developed are quite rare. Importantly, the practice has been promoted by the Head of the Department of Pre-Primary and Primary Education and the guarantor of the Teaching at Primary School study program, which is responsible for developing good practices in this program. The results of experiencing the state final exams with the portfolio were reported at the conference of the Czech Association of Educational Research in September 2024. Here, it can be noted that the students' experience with the portfolio is mostly excellent. Another risk was the strategy of some students to perform portfolio tasks formally and not to develop their professional competencies to the maximum extent possible. This concern was not confirmed due to the individualized formative work with each individual student. It is clear from the students' feedback that there are some students who found this rigorous work on developing their competencies unnecessary, but this is actually a very small number of students (about 3 students in full-time study and 6 students in blended study). The portfolio assignments are based on authentic materials and focus on the problems that individual student teachers encounter in practice, which motivates most students to do their best on the portfolio assignments. We believe that the culture of formative assessment established, with the use of self-assessment and peer feedback, will lead to the development of responsibility for their own learning in students and foster the same in their (future) students. The project's work was very challenging but absolutely meaningful. At the same time, creating a new portfolio system, convincing all stakeholders of its meaningfulness, and working on teaching innovation placed high demands on the project's key staff, in particular.

Adaptability and sustainability of the best practice (for other institutions)

For adapting our good practice in other institution, we recommend applying a systemic approach from the beginning. It is necessary to start from defining learning outputs and then to spread them across the curriculum. In the next phase, learning assignments can be formulated that identify the achievement of these learning outcomes. Long-term support from the head of the department and the university is also important, as is the release of financial resources to support individualised formative feedback in the student learning process. Those responsible need to be aware that supporting innovative approaches to student learning assessment, supporting inclusive environments, and diversity in teacher education programs has a multiplier effect and can influence innovation in practice at lower levels of education. It is important that support continues after the system has been developed, as reducing the demands on individualised student support could jeopardise the sustainability of practice.

Promotion of best practice

The system of portfolio was published in the web of the Pre-primary and Primary Education Department:https://pedf.cuni.cz/PEDF-871.html?cat=prac&org=1578 (Portfolio_information_new.pdf; Circuits_Open_last-version_1.11.2023.pdf) A talk about the benefits of working with portfolios of three participants of the project (University teachers): https://open.spotify.com/episode/15W3Rg8Oc5TdsnvdB4L5y6 and teacher students: https://open.spotify.com/episode/44MOmoRYALvdW24rYTC3GO have been shared through web and social networks of Faculty of Education. The LMS Moodle support of diverse courses has been innovated, see for example: Upravit kurz: Didaktika 1. stupně ZŠ I AR_2023/2024 záloha | DL 1 The results of this practice are researched, and the results are shared at conferences and published in research and professional journals.

Scope and impact

• Course/department level
• Faculty level
• Cross-institutional level
• National level
• EU/EHEA/International level

The portfolio system, including learning outcomes and portfolio assignments, influences the content of individual courses. The education of primary school teachers is carried out at the Faculty of Education, Charles University, in a large number of departments. The introduction of the portfolio system affects not only the department guaranteeing the study but also other departments. It influences the entire faculty and inspires other faculties that educate teachers. The learning outcomes and portfolio tasks that were developed in accordance with the national profile of the graduate in teaching can be important for successful implementation of this profile in the Czech universities and schools. As we plan to present our results at both, the Czech and international conferences, we believe our practice can be inspirative also for some other institutions that educate teachers in abroad.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning

Reasoning: Students are encouraged to create their own e-portfolio from the 1st year onwards. The various functions that facilitate the digitization of their materials and their learning are actively introduced to them. Students´ submissions were mostly required in the LMS Moodle forum module. This enables them to assess their peers' assignments. The modules of chat, test, and workshop have also been used. Some portfolio assignments required audio or video recordings of the student's work or practice.

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6.2 Internationalization

• NOT RELEVANT

Reasoning:

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6.3 Inclusion and diversity, universal design

• Inclusive course design, universally designed divers activities to meet special students' needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• (Innovative) use of devices and tools for inclusion
• Alternative, flexible assessment methods for students with special needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Students are supported in developing their competencies with respect to individual needs and learning obstacles. Portfolio assignments allow to choose their individual approach to learning. Assignment assessment is provided on an individual formative basis. An inclusive classroom environment is built in which students share their experiences, successes, and challenges, provide formative feedback, and enjoy diversity. These processes are models for working in inclusive primary school classrooms.

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6.4 Sustainability

• NOT RELEVANT

Reasoning:

3.3 Public contact datas

Name	Email address	Website
doc. PhDr. Jana Stará, Ph.D.	jana.stara@pedf.cuni.cz	https://kppp.pedf.cuni.cz/wp-content/uploads/2023/11/Okruhy_Otev%c5%99eno_posledn%c3%ad-verze_1.11.2023.pdf