Aligning Outcomes, Assessments and Activites
Big Hairy Audacious Goal (BHAG): To empower every high school student to develop and maintain a digital e-portfolio that captures their academic growth, personal achievements, and post-secondary readiness, enabling them to confidently present their learning journey to colleges, scholarship committees, and future employers (Yadegari, 2024).
Learning Outcomes 3 Column Table
Learning Goal
Assessment Activity
Learning Activity
Foundational Knowledge: Understand the purpose, structure, and benefits of e-portfolios.
Application: Create and regularly update a personal e-portfolio using Google Sites.
Integration: Connect learning across subjects and extracurriculars in the e-portfolio.
Human Dimension: Reflect on personal growth and college/career readiness.
Caring: Develop pride and ownership over one’s learning journey.
Learning How to Learn: Use feedback to improve the portfolio and set academic/career goals.
Quiz on portfolio components and functions.
Rubric-based evaluation of published student e-portfolio with checkpoints each grading period.
Portfolio reflections linking academic content with personal experiences.
Self-reflection page in e-portfolio with prompts on growth mindset and future goals.
Student-designed portfolio homepage expressing identity and goals.
Progress tracking sheets; student-led conferences with teachers/family.
Introductory lesson and discussion on e-portfolios; exploration of sample student portfolios (Fink, 2003).
Hands-on workshops on Google Sites; scheduled update sessions during advisory and project-based classes (Yadegari, 2024).
Guided journaling, peer feedback on cross-disciplinary artifacts, and student-led showcase presentations (Fink, 2003).
Reflection writing exercises, one-on-one guidance with advisory teachers or counselors.
Student choice elements: colors, images, quotes, and personal mission statements.
Feedback cycles with rubrics, student-led data analysis, and goal-setting activities.
How This Process Supports the Innovation Plan
Developing this course outcomes framework and 3 Column Table directly supports the success of our e-portfolio innovation plan by aligning the learning outcomes, assessment, and activities across grade levels and content areas. Fink’s integrated approach ensures that e-portfolios are not just a compliance task, but a meaningful experience that enhances student voice, ownership, and readiness for life beyond high school (Fink, 2003).
This planning process also strengthens our ability to provide targeted professional learning, assess impact, and scale the initiative sustainably, with a shared vision for what success looks like (Heubeck, 2022).
Worksheet 1: Learning Environment & Situational Factors to Consider
Specific Context of the Teaching/Learning Situation: A large public high school serving over 2,000 students, including a diverse population with varying access to technology. The e-portfolio initiative is part of a larger innovation plan to increase college and career readiness and personalize learning (Heubeck, 2022). General Context of the Learning Situation curriculum by: The district is investing in 1:1 iPads and digital equity. There is administrative support for technology integration and college/career pathways (Kammer, 2024). Nature of the Subject: The subject is interdisciplinary. E-portfolios draw from English (reflection), CTE (career readiness), Fine Arts (creative expression), and core classes (project documentation). Characteristics of the Learners: High school students (Grades 9–12), including English Language Learners and students with IEPs/504 plans. Many students are digital natives but need structure and modeling for deeper digital literacy and self-reflection. Characteristics of the Teacher: Teachers vary in technology proficiency. The initiative will be led by teacher mentors and supported by the instructional technology team and C&I staff. Leadership emphasizes collaboration and growth.
Worksheet 2: Questions for Formulating Significant Learning Goals
"A year (or more) after this course is over, I want and hope that students will .” Still be using their e-portfolios as living documents. Adding new experiences, sharing them in college and job applications, and reflecting on how far they’ve come. I hope they will feel proud of their work, confident in their story, and prepared to continue setting goals and tracking their progress as lifelong learners. My Big Harry Audacious Goal (BHAG) for the course is: To empower every high school student to develop and maintain a digital e-portfolio that captures their academic growth, personal achievements, and post-secondary readiness, enabling them to confidently present their learning journey to colleges, scholarship committees, and future employers (Yadegari, 2024). Foundational Knowledge: → Purpose of portfolios, platform tools, and basic website structure. Application Goals: → Students will evaluate their own work, select artifacts, and design a professional layout. Integration Goals: → Students will integrate work from multiple subjects and extracurriculars to tell their whole story. Human Dimension Goals: → Students will reflect on growth and develop agency as learners. Caring Goals: → Pride in learning, motivation for future planning, and ownership of their educational path. "Learning-How-to-Learn" Goals: → Feedback loops, goal-setting tools, and reflective practice to support lifelong learning (Fink, 2003).
References
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. Jossey-Bass.
Heubeck, E. (2022). How districts are using technology to boost college and career readiness. Education Week. https://www.edweek.org/technology
Kammer, D. (2024). An exploratory study of information access and 1:1 devices. Journal of Information Policy, 14(2024), 1–20. https://doi.org/10.5325/jinfopoli.14.2024.0010
Yadegari, M. (2024). The role of e-portfolios in student engagement and post-secondary readiness. Journal of Educational Technology Research, 38(2), 115–130.