Assessing Progress Through the ADL Program

Every eight weeks, we are encouraged to assess our progress and engage with the ADL program as part of the Assessment as Learning model (Harapnuik, 2021). During this period, I took two courses: 5315: Assessing Digital Learning and Instruction and 5320: Synthesis of Digital Learning and Leadership

​

Course Reflection 1: Assessing Digital Learning and Instruction

In this course, I explored the evolving landscape of digital assessment and focused on designing tools and strategies that better support student engagement, reflection, and agency. This course gave me the theoretical and practical foundation to critically examine traditional assessment practices and propose more authentic, student-centered alternatives.

A major strength of my participation in this course was the development of my Action Research Outline, where I framed my guiding research question: How can the implementation of LIM ePortfolios enhance student agency and transform assessment practices in elementary education? This outline led to a deep and focused Literature Review, which revealed several key themes: the importance of student voice and reflection, the limitations of standardized assessments, and the role of digital literacy in early education.

The Action Research Plan was the culmination of this work. It provided a structured yet flexible path forward for implementing ePortfolios in my elementary classroom. I outlined stages for roll-out, tools for data collection, and reflection checkpoints to ensure student voice remained central throughout. Each of these assignments directly informed how I measure success in my innovation plan and how I assess learning in a way that aligns with elementary educational goals.

 

Course Reflection 2: Synthesis of Digital Learning and Leadership

In the Synthesis course, the reflection on my journey through the COVA (Choice, Ownership, Voice, and Authenticity)model allowed me to see how deeply my thinking has shifted throughout the ADL program. I no longer view digital tools simply as add-ons, but as catalysts for student empowerment. This course also challenged me to refine my LIM ePortfolio innovation plan, with a renewed focus on sustainability and deeper integration of student choice.

As I updated my plan, I began embedding practices such as student goal-setting, artifact selection, and reflective journaling—all of which are supported by the ePortfolio platform and reinforce the principles of COVA. The Synthesis course gave me space to think critically about my leadership role and how to support colleagues and students in adopting this mindset.

​

Connecting the Two Courses Through Collaboration

What made taking these two courses concurrently especially valuable was the opportunity to collaborate with the same core group—Khelia Williams, Melissa Richards, and Jelisa Davis-Sophus—across both learning environments. We didn’t just support each other’s ideas separately; we actively connected concepts between the two courses during our discussions, which helped bridge theory and practice in meaningful ways.

Throughout the eight weeks, I dedicated many evenings and weekends to engaging with course readings, videos, and assignments, while also participating in weekly meetings, peer feedback sessions, and ongoing conversations in our GroupMe Student Lounge. This informal space, shared with Melissa, Khelia, Jelisa, and others, became a hub for collaboration—where we exchanged ideas, shared resources, and offered reminders and encouragement. These peer interactions allowed me to move beyond completing two sets of assignments to creating a cohesive framework for digital innovation in my classroom that reflects deep learning, authentic collaboration, and ongoing professional reflection.

​

Unpacking the Process: Where Growth Meets Purpose​

While I feel confident in the connections I’ve made across both courses, I also recognize key areas for growth—particularly in expanding the academic rigor of my literature-based work. Moving forward, I aim to incorporate a wider range of diverse sources and international perspectives on portfolio-based assessment to deepen the quality of my research on ePortfolios in the eIementary education setting, also plan to be more intentional about integrating continuous student feedback throughout my innovation process, not just at the end. This kind of formative input is essential for fine-tuning the ePortfolio experience so it authentically reflects student needs and supports their growth.

​

Despite the challenges of balancing coursework with personal and professional commitments, I successfully met all deadlines and stayed deeply engaged throughout the term. Reflecting on this experience, I can see how much I’ve grown both personally and professionally. The discussions and collaborations with peers offered diverse perspectives that broadened my thinking and emphasized the value of collective learning. Each conversation brought a new insight—whether it was a different approach to an instructional challenge or a fresh perspective on familiar practices.

​

The thoughtfully curated course materials provided a rich tapestry of knowledge, spanning the theoretical foundations and practical applications of digital learning. This comprehensive approach not only expanded my understanding but also equipped me with strategies that I can immediately implement in real-world classroom settings. While there were moments when the workload felt overwhelming, the consistent support and encouragement from both classmates and instructors made a significant impact. Their presence fostered a collaborative, motivating environment where we felt empowered to take risks, reflect deeply, and strive for excellence.

​

Looking Ahead: Fueling Innovation with Purpose

Reflecting on my experience in 5315 – Assessing Digital Learning and Instruction and 5320 – Synthesis of Digital Learning and Leadership, I feel proud of the growth I’ve experienced both personally and professionally. These courses have deepened my understanding of digital assessment, instructional design, and leadership, while reinforcing the importance of student-centered, authentic learning. My work on the Action Research Outline, Literature Review, and Action Research Plan reflects a commitment to real-world application and thoughtful innovation through my ongoing LIM ePortfolio project.

​

One of the most valuable aspects of taking both courses concurrently was collaborating with my core peer group—Khelia Williams, Melissa Richards, and Jelisa Davis-Sophus. Our ongoing conversations in the GroupMe Student Loungebridged the gap between theory and practice, allowing us to explore connections across both courses in meaningful ways. Their insights and feedback consistently pushed my thinking and enhanced the quality of my work.

While I met deadlines, stayed actively engaged, and contributed to the learning community, I recognize areas for growth. In future work, I aim to strengthen academic rigor by incorporating a broader range of sources, including global perspectives, and to integrate student feedback more consistently throughout the ePortfolio implementation process.

These courses have helped me envision how I can lead meaningful change in my classroom—by empowering students, transforming assessment, and fostering innovation. I feel more confident navigating digital tools, applying COVA principles, and supporting reflective, learner-driven environments.

​

Final Score & Reflection

These eight weeks in 5315 and 5320 have been transformative. Through meaningful coursework, peer collaboration, and personal reflection, I’ve strengthened my understanding of digital assessment, leadership, and student-centered learning. My work—especially on the Action Research Outline, Literature Review, and Action Research Plan—has helped solidify the direction of my LIM ePortfolio innovation plan.

​

For my performance in both courses, I assign myself a score of 95/100. I demonstrated strong engagement, contributed to my peer community, and produced thoughtful, applicable work. Most importantly, I’ve built a foundation for continued innovation and leadership in my educational practice.