ePEARL

=ePEARL=

ePEARL, is a bilingual web-based process portfolio developed by the Research Centre for the Study of Learning and Performance (CSLP) from Concordia University in Montreal. ePEARL is an acronym for Electronic Portfolio Encouraging Active Reflective Learning and is designed to facilitate and support self-regulated learning for students from Kindergarten to grade 12.

ePEARL is an electronic portfolio that connects and supports many of the principles and the big ideas in the Literacy with ICT developmental continuum. ePEARL is a tool suited for creating student electronic portfolios that provide evidence of student literacy with ICT. The creation of student electronic portfolios is not required by the media type="custom" key="4202673", however some teachers may wish to collect evidence of student literacy with ICT electronically.

ePEARL has three levels intended for a variety of grades:


 * Level 1** is intended for K-3 and focuses on reading and writing skills within a simple and appealing portfolio that encourages young students to set simple goals and to respond and reflect on readings and writings.


 * Level 2** is intended for grades 4-6, supports more complex work, and encourages self-regulated learning and conferencing.


 * Level 3** is intended for grades 7-12, has all the same features as level 2, while using higher level language and more sophisticated images.

How ePEARL Supports //Literacy with ICT Across the Curriculum//
ePEARL supports student literacy with ICT through

> > Portfolios are one component of a triad for assessing student literacy with ICT. > > > > As they learn, students use portfolios to accumulate evidence of their literacy with ICT. These portfolios may be process or product portfolios, or a combination of the two. They may be paper-based or electronic. First, students and teachers decide on the type of portfolio they will create to demonstrate evidence of their learning; then, they engage in an ongoing process of collection, selection, reflection, evaluation, and celebration. Artifacts selected for a portfolio may contain text, audio, video, data, and graphics, and each artifact is accompanied by a self-reflection about what it illustrates about the student’s learning. > . > > ePEARL can be used as a product portfolio and/or a process portfolio. It is also designed to be used as a learning tool that encourages students to take more responsibility for their learning. It encourages self-regulated learning through a gradual release of responsibility from teacher to student. > > The Centre for the Study of Learning and Performance describes self-regulated learning as a cycle of planning, doing, and reflecting that continually occurs during learning > > > > ePEARL makes the process of self-regulated learning more explicit to students by fully engaging them in: > > * Planning (goal-setting), as they set both their outcome goals and their process goals. > **(Connection to LwICT developmental continuum: Plan and Question)** > > * Doing (producing), as they participate in the creation of criteria for quality work, create the work to show their learning, and receive and provide descriptive feedback to and from their peers, teachers, parents, etc. > **(Connection to LwICT developmental continuum: Gather and Make Sense, Produce to Show Understanding, Communicate, Collaboration)** > > * Reflecting (self-monitoring), as students consider the descriptive feedback they received and compare their work to the criteria, they reflect upon what they need to continue doing **more** of and what to do **less** of and use this reflection to set new goals for their learning. > **(Connection to LwICT developmental continuum: Reflect and Motivation and Confidence)**
 * 1) **Assessment FOR, AS, and OF Learning:** as a process portfolio, ePEARL provides an authentic way to media type="custom" key="4202695" - students take ownership, by showing evidence of their learning.
 * 1) **Self-Regulated Learning:** by facilitating and encouraging student self-monitoring of their own learning through goal-setting, criteria building, descriptive feedback, and reflection.


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