Relevant bibliographies by topics / Portfolio Assessment

Academic literature on the topic 'Portfolio Assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Portfolio Assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Portfolio Assessment"

1

Kamalia Hakim, Putri, and Mansyur Srisudarso. "A Washback Study on Portfolio Assessment." ELT in Focus 3, no. 1 (July 17, 2020): 9–14. http://dx.doi.org/10.35706/eltinfc.v3i1.3693.

Full text
Abstract:
The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two types of portfolios were used. This qualitative analysis study also studies by triangulating the data with the support of data from interviews and questionnaires. Researcher then classified the opinions and reflections of students and lecturers obtained from the interview and questionnaire responses. The findings suggest the use of a portfolio is indeed appropriate for use in writing and translating subjects. Portfolio-based assessments generate positive washback effect on the learning process.
APA, Harvard, Vancouver, ISO, and other styles
2

Haliq, Abdul, and Sakaria Sakaria. "Authentic Assessment: Portfolio-Based Assessment in Literacy Learning in Indonesian Schools." Tamaddun 18, no. 2 (December 31, 2019): 53–61. http://dx.doi.org/10.33096/tamaddun.v18i2.67.

Full text
Abstract:
Comprehensive evaluation and emphasis on the student activity process as well as providing broad wiggle room for students is needed in learning assessment. Literacy assessment with such a model is necessary to improve students' literacy skills. One assessment model that puts pressure on student activity and provides ample space for everyone to respond to an assignment in its own way is the assessment of portfolio. This paper aims to explore portfolio assessments as part of an authentic assessment for use in literacy assessments. This research uses literart research study method to provide an overview of the use of portfolios in literacy assessments in Indonesian schools. Portfolio assessment on students’ literacy skills is carried out through Indonesian language learning, especially on the efficacy of writing. The portfolio assessment adopted uses models offered by Hamp-Lyons and Condon (2000) consisting of collection, selection, and reflection. Assessments are carried out by combining formative and summative assessments. To balance the summative aspects of portfolio assessment, several formative strategies can be adopted (Lee & Lam, 2009), including (1) ongoing teacher feedback, (2) conferences, and (3) peer reviews.
APA, Harvard, Vancouver, ISO, and other styles
3

Cui, Han, Yu Ping Tong, and Yue Ming Hou. "The Application of E-Portfolios in Designing Alternative Assessment System for Foreign Language Education." Advanced Materials Research 591-593 (November 2012): 2341–44. http://dx.doi.org/10.4028/www.scientific.net/amr.591-593.2341.

Full text
Abstract:
Effective foreign language education assessment is an issue worthy of exploring. Hence, the purpose of this paper is to facilitate quality language education via the application of e-portfolios as an alternative language assessment tool. After the reserch on e-portfolios and portforlio assessment, several strategies for designing e-portfolio language assessment system are put forward, with the expectation that language learners will become life-long, innovative language users.
APA, Harvard, Vancouver, ISO, and other styles
4

Wang, Lijuan, and Chunyan He. "Review of Research on Portfolios in ESL/EFL Context." English Language Teaching 13, no. 12 (November 26, 2020): 76. http://dx.doi.org/10.5539/elt.v13n12p76.

Full text
Abstract:
The portfolio is considered a useful tool both for instruction and assessment. Properly designed and implemented, it provides authentic language material for assessment, increases learners’ involvement in learning process and promotes self-reflection. This article mainly reviews the empirical research on portfolios in ESL/EFL context and offers suggestions for future research. The article starts by providing a brief introduction to portfolio and the framework for systematically designing and implementing portfolio assessment in the classroom. Then it reviews the empirical studies of portfolios in ESL/EFL context from three perspectives, i.e. portfolio assessment on writing, portfolios as a means to promote autonomy and e-portfolios. The article concludes by emphasizing the benefits of portfolios in language learning, indicating challenges in carrying out portfolio assessment, and providing suggestions for future research.
APA, Harvard, Vancouver, ISO, and other styles
5

Ngui, Wirawati, Vincent Pang, and Wendy Hiew. "E-portfolio as an academic writing assessment tool in higher education: Strengths and challenges." Indonesian Journal of Applied Linguistics 12, no. 2 (September 30, 2022): 556–68. http://dx.doi.org/10.17509/ijal.v12i2.40122.

Full text
Abstract:
This study investigated the use of an e-Portfolio for assessment at a Malaysian public university. Prior to the advent of the Internet, paper portfolios are ubiquitous forms of projects and assessments. However, they have limitations in terms of portability, shareability, and delayed two-way communication between instructors and students about progress. In lieu of paper portfolio, the e-Portfolio was introduced in an advanced English language course at a public university in Malaysia. The novelty of the e-Portfolio’s implementation renders it necessary to seek the insights of those who are directly involved in its use. Therefore, this study aims to explore the perceptions of the instructors and students regarding their use of the e-Portfolio throughout the course. This is a qualitative study whereby the main data collection method involved interviews. The data were imported to NVivo 12, and thematic analysis was used as the primary method of data analysis. A total of three instructors and 18 students participated in this study. The findings reveal that the instructors and students perceived the contribution of the e-Portfolio in the aspects of writing stages, digital artefacts, accessibility, personalised writing experience, feedback and communication, and motivation. The results demonstrate that mutually perceived challenges by the instructors and students were poor Internet connectivity and difficulty adapting to the e-Portfolio. The study highlights the benefits and shortcomings of using the e-Portfolio as an assessment tool for academic writing. This will guide practitioners and researchers to better implement the e-Portfolio in higher education institutions.
APA, Harvard, Vancouver, ISO, and other styles
6

Sarwandi, Basuki Wibawa, and Redisa Wibawa. "Usage of e-portfolio as an assessment tool in physics learning." Journal of Physics: Conference Series 2165, no. 1 (January 1, 2022): 012043. http://dx.doi.org/10.1088/1742-6596/2165/1/012043.

Full text
Abstract:
Abstract An e-portfolio is a digital data collection of trainees that can advance learning by providing a way to organize, archive, and display individual or group work. The purpose of writing this article is to explain the use of e-portfolios as an assessment tool in training activities. E-portfolio as an assessment tool is more effective than standardized assessment tests which are many and complex because they facilitate the learning process and assessment. The method used is a literature study. As a result, the e-portfolio assessment using the LMS device was used as a learning medium, especially to store all of the participants’ learning activities during the training. E-portfolio assessment can support the learning process well, because it can assess the data collection of the work of trainees during the training process, both cognitive, affective and psychomotor assessments.
APA, Harvard, Vancouver, ISO, and other styles
7

Moss, Pamela A., LeeAnn M. Sutherland, Laura Haniford, Renee Miller, David Johnson, Pamela K. Geist, Stephen M. Koziol, Jon R. Star, and Raymond L. Pecheone. "Interrogating the Generalizability of Portfolio Assessments of Beginning Teachers: A Qualitative Study." education policy analysis archives 12 (July 20, 2004): 32. http://dx.doi.org/10.14507/epaa.v12n32.2004.

Full text
Abstract:
This qualitative study is intended to illuminate factors that affect the generalizability of portfolio assessments of beginning teachers. By generalizability, we refer here to the extent to which the portfolio assessment supports generalizations from the particular evidence reflected in the portfolio to the conception of competent teaching reflected in the standards on which the assessment is based. Or, more practically, “The key question is, ‘How likely is it that this finding would be reversed or substantially altered if a second, independent assessment of the same kind were made?’” (Cronbach, Linn, Brennan, and Haertel, 1997, p. 1). In addressing this question, we draw on two kinds of evidence that are rarely available: comparisons of two different portfolios completed by the same teacher in the same year and comparisons between a portfolio and a multi-day case study (observation and interview completed shortly after portfolio submission) intended to parallel the evidence called for in the portfolio assessment. Our formative goal is to illuminate issues that assessment developers and users can take into account in designing assessment systems and appropriately limiting score interpretations.
APA, Harvard, Vancouver, ISO, and other styles
8

Rattiya, Mebusaya P., Nakazawa Minoru, Panichying Theppharat, and Bunjongparu Nanthon. "Creating Electronic Portfolio Rubrics for General Education Course Assessments in Thailand." International Journal of Information and Education Technology 12, no. 4 (2022): 318–25. http://dx.doi.org/10.18178/ijiet.2022.12.4.1621.

Full text
Abstract:
While researchers have introduced and integrated electronic portfolios (e-portfolios) into general education classrooms at Srinakharinwirot University, Thailand, some aspects of workloads and assessments remain unclear to both instructors and students. When evaluating academic performance using e-portfolios, instructors must grade students based on learning outcomes according to the learning objectives and students’ goals. The use of such assessments requires a shift toward realistic and consistent evidence, practice, and reflection. Successfully assessing outcomes and learning processes entails instructors and learners being able to identify and understand all evaluated aspects. Thus far, instructors and learners have practiced and agreed upon two types of e-portfolio rubrics for general education course assessments: an analytic five core skills learning process rubric and an annotated e-portfolio assessment rubric. This study employs indices of item-objective congruence (IOC), item discrimination power, Cronbach’s alpha reliability coefficients, and correlations as analytical tools to determine the efficiency, confidence, and relationship of each item in an annotated e-portfolio assessment rubric.
APA, Harvard, Vancouver, ISO, and other styles
9

Afriadi, Bambang. "PORTFOLIO ASSESSMENT TRENDS ON FUTURE LEARNING." Jurnal Evaluasi Pendidikan 12, no. 2 (October 14, 2021): 78–85. http://dx.doi.org/10.21009/jep.v12i2.25741.

Full text
Abstract:
This text discusses in-depth study and tests the assessment of the adaptive portfolio. Assessments will consistently diagnose problems and how educators perform solutions from less than optimal learning. The matching method is done by matching and comparing the characteristics of several similar studies with criteria so that one particular conclusion is obtained. Furthermore, a systematic review is used, a Narrative systematic review, to review relevant studies. This text is about anticipating a new version of the assessment program into the current learning reform efforts. Portfolio development is more challenging than they expected. Portfolios can gather the information that can be used to evaluate student achievement in the classroom
APA, Harvard, Vancouver, ISO, and other styles
10

Williams, Jo, and Colleen Colles. "Assessment of Student Learning Outcomes: The Role of the Internship Portfolio in Sport Management Assessment." Sport Management Education Journal 3, no. 1 (October 2009): 47–65. http://dx.doi.org/10.1123/smej.3.1.47.

Full text
Abstract:
Increased accountability has led institutions of higher education to search for assessment tools that provide documentation on the achievement of specific learning outcomes. Portfolio assessment has become commonplace among many disciplines but limited work has been presented within sport management. The purpose of this research is to present an adaptable portfolio assessment framework that will allow faculty to assess student learning outcomes using the internship portfolio. Student achievement is assessed in relation to the development of broad-based skills and the application of curriculum content standards. Over 500 entries from 35 portfolios were analyzed via scoring rubrics. Data collected indicated that with appropriate support, the portfolio framework could be used to assess individual student achievement within the desired areas. A positive relationship between portfolio scores and major GPA was found; however, no significant differences in portfolio scores were identified based on job descriptions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Portfolio Assessment"

1

Inkrott, Rhonda S. "Portfolio Assessment in the Preschool Classroom." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281620433.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Thompson, Meri Dawn. "Authentic reading assessment: The reading portfolio." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1134.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Alabdelwahab, Sharif Q. "PORTFOLIO ASSESSMENT: A QUALITATIVE INVESTIGATION OF PORTFOLIO SELF-ASSESSMENT PRACTICES IN AN INTERMEDIATE EFL CLASSROOM, SAUDI ARABIA." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1037375641.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2002.
Title from first page of PDF file. Document formatted into pages; contains xv, 312 p. Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 247-260).
APA, Harvard, Vancouver, ISO, and other styles
4

Holmes, Melissa Elizabeth. "DEVELOPING ELECTRONIC PORTFOLIO SOFTWARE FOR PROGRAM ASSESSMENT." The University of Montana, 2007. http://etd.lib.umt.edu/theses/available/etd-05182007-145435/.

Full text
Abstract:
This paper describes how user-centered design methodologies were employed to create a software prototype used for outcomes assessment of e-portfolios. Designed to be used by faculty, university administrators and accreditation users, the prototype standardizes, aggregates and displays e-portfolio data in novel ways. Results of evaluating the prototype indicate that e-portfolios can be an effective means of outcomes assessment at the program level.
APA, Harvard, Vancouver, ISO, and other styles
5

Gilbert, Candace June. "Large-scale portfolio assessment: Pitfalls and pathways." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1524.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Amaro, Carina Lourenço. "Strategic assessment of Portugal Ventures' life sciences portfolio." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/9829.

Full text
Abstract:
A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and Economics
This paper intends to present the Management Consulting Lab project developed in partnership with Portugal Ventures. The project has benefits for both students and the client: for students it is an opportunity to gain an innovative learning experience in a reallife setting and apply methodologies learned to solve problems; it also gives companies access to high-quality and cost-effective consulting projects and a young talent pool with new ideas and frameworks. The client’s challenge required thorough analysis to produce several deliverables to the client including a set of recommendations for future implementation based on the team’s main findings.
APA, Harvard, Vancouver, ISO, and other styles
7

Avery, Barry. "e-Portfolio assessment in networked learning based communities." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.

Full text
Abstract:
There is a substantial body of research suggesting the advantages of using e- Portfolios in higher education assessment, where work is collated by individuals to record their learning. The use of learning communities in this context is an under-researched area, despite the number of e-Portfolios that implement a social component. This work develops an alternative e-Portfolio approach by using a networked learning based pedagogy, which brings richer descriptions of both artifacts and the structure of the underlying community. Action research and free/open source development principles have been aligned over two cycles, where students have participated as both co-researchers and co-developers. Evolving the nature and presentation of assessment artifacts, participants have determined how these are best shared and reused, and the ways in which larger contextual information about the community can improve both the learning and the knowledge of the learning taking place. A multi-method research framework is used to show what artifacts are created, who is interacting with whom and why participants act as they do. Data has been collected using interviews, focus groups and from analytics from the e-Portfolio itself. The findings suggest that the types of artifacts created are influenced by both the community and by the nature of the material being learnt. Artifacts reveal the sources that students use for their work and although participants can be reluctant to reveal incorrect or incomplete work to the community, this can be encouraged by a carefully constructed induction, reinforcing the importance of the role of teacher as tutor. Expertise is quickly associated with some participants by the quality and regularity of their artifact construction, who become more central and influential to the community, with their work becoming increasingly visible through search activities. This work presents the framework, an analysis of the results, conclusions and recommendations along with a reference implementation.
APA, Harvard, Vancouver, ISO, and other styles
8

Garnett, Arlene Lois. "Portfolio assessment: An authentic method of student evaluation." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/825.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bryan, Joyce Bethea. "Technological Literacy Assessment in Secondary Schools Through Portfolio Development." NSUWorks, 1998. http://nsuworks.nova.edu/gscis_etd/432.

Full text
Abstract:
Secondary school students lacking technological literacy required for job success in the 21st century participated in an action oriented research study to increase their literacy levels. A team of teachers, 9th-grade students, media specialists, and a researcher implemented a technological and information skills model across subject -area disciplines in an effort to identify the needed skills and implement an instructional program for technological literacy. The researcher worked with a formative and summative committee to design and produce a conceptual design, scope, sequence, and instructional schedule that served four grade levels across subject area curricula. Teachers used an interdisciplinary approach to instruction and determined that effective and efficient teaching for technological literacy across the curriculum was achieved. Students successfully demonstrated performance in 14 core competencies over a two-month time period during regular courses in five major disciplines. During the study, students benefited from opportunities to engage in supplemental technological activities by individual choice. Performance of technological objectives was marked and entered on checklists for planned future entry into a networked database for use by all teachers and administrators. Individual checklists were printed and became a part of student portfolios displaying technological learning. Other items in the portfolios included self-entry and exit-analyses and pre- and post-instruction compositions. Assessment instruments developed for the study were used to evaluate teacher attitudes, portfolio development, student attitudes, and class performance. Teachers and technology committee members judged the program to be successful and projected a need for implementation of the program for the entire school population. Findings and recommendations showed that cross-discipline instruction based on the model used in the study was a solution for increasing student levels literacy through increased understandings and demonstrated performance. The study revealed a need for further research in areas of curriculum space, cooperative work, and contextual problem-solving education as they apply to improving technological literacy in secondary schools.
APA, Harvard, Vancouver, ISO, and other styles
10

Skelton, Beverly J. "The portfolio : an educational tool for instruction and assessment." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2247.

Full text
Abstract:
The portfolio method for instruction and assessment is an alternative to less effective traditional teaching methods. The flexible structure allows educators to incorporate other innovative teaching methods, such as experiential and collaborative learning. It can improve students' critical thinking skills and writing ability. Portfolio assessment is equitable and accurate in measuring students' progress and recording their accomplishments.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Portfolio Assessment"

1

Brennan, Mary. Assessment portfolio. London: YMCA Fitness Industry Training, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sullivan, Mary. Assessment records portfolio, 4. Richmond Hill, ON: Scholastic Canada, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Portfolio assessment: Getting started. New York: Scholastic Professional Books, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sheingold, Karen. Pacesetter English portfolio assessment: 1995 report. [Princeton, N.J.]: Center for Performance Assessment, Educational Testing Service, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

1962-, Cunningham Diane, Feige Diana 1951-, and Hudson Valley Portfolio Assessment Project., eds. Why am I doing this?: Purposeful teaching through portfolio assessment. Portsmouth, NH: Boynton/Cook-Heinemann, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Myford, Carol M. Monitoring and improving a portfolio assessment system. Princeton, N.J: Educational Testing Service, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

A, Carter Mark, and Desai Laura E, eds. Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon Publishers, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

W, Banta Trudy, ed. Portfolio assessment: Uses, cases, scoring, and impact. San Francisco, CA: Jossey-Bass, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pierce, Lorraine Valdez. Performance and portfolio assessment for language minority students. Washington, DC (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lustig, Keith. Portfolio assessment: A handbook for middle level teachers. Columbus, Ohio: National Middle School Association, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Portfolio Assessment"

1

Gregory, Rebecca, Jessica Norledge, Peter Stockwell, and Paweł Szudarski. "Portfolio assessment." In Digital Teaching for Linguistics, 185–206. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199496-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mak, Pauline. "Portfolio Assessment." In Research Questions in Language Education and Applied Linguistics, 373–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_66.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lam, Ricky. "Background of Portfolio Assessment." In Portfolio Assessment for the Teaching and Learning of Writing, 1–11. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1174-1_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Johnsen, Susan K. "Portfolio Assessment of Gifted Students." In Alternative Assessments, 227–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232988-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lam, Ricky. "Feedback in Writing Portfolio Assessment." In Portfolio Assessment for the Teaching and Learning of Writing, 59–72. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1174-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lam, Ricky. "Theoretical Basis of Writing Portfolio Assessment." In Portfolio Assessment for the Teaching and Learning of Writing, 13–27. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1174-1_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lam, Ricky. "Scoring Methods of Writing Portfolio Assessment." In Portfolio Assessment for the Teaching and Learning of Writing, 89–107. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1174-1_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Linnakylä, Pirjo. "Portfolio: Integrating Writing, Learning and Assessment." In Studies in Writing, 145–60. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0740-5_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Lam, Ricky. "Processes in Portfolio Development Journey." In Portfolio Assessment for the Teaching and Learning of Writing, 29–42. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1174-1_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Stone, Bernell K. "Portfolio Performance Assessment: Statistical Issues and Methods for Improvement." In Portfolio Construction, Measurement, and Efficiency, 169–228. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33976-4_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Portfolio Assessment"

1

Buzzetto-More, Nicole, and Ayodele Alade. "The Pentagonal E-Portfolio Model for Selecting Adopting Building and Implementing an E-Portfolio." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3240.

Full text
Abstract:
Electronic portfolios are a student-centered outcomes-based assessment regime involving learners in the gathering, selection, and organization of artifacts synthesized into a compilation purposed to demonstrate knowledge, skills, and/or achievements supported by reflections that articulate the relevance, credibility, and meaning of the artifacts being presented. Electronic portfolios have been found to be a valid way to document student progress, encourage student involvement in assessment, showcase student work samples, promote students professionally, and provide a method of student learning outcomes and curriculum evaluation. However, electronic portfolio adoption represents a sizable commitment that is influenced by a number of variables and that requires foresight as well as a thoughtful strategy. This paper presents a model for selecting, designing, and implementing an electronic portfolio project and illustrates its application through the presentation of a detailed case study of a successfully implemented and ongoing electronic portfolio project used as a comprehensive assessment measure to determine degree mastery in the Department of Business, Management, and Accounting at the University of Maryland Eastern Shore. The model introduced in this paper is known as the Pentagonal E-Portfolio Model, named such for its five levels: 1) Level 1 - Identification of Needs; 2) Level 2 - Determination, Assessment, & Budgeting; 3) Level 3 - System Selection and Strategic Planning; 4) Level 4 - Development; and 5) Level 5 - Implementation and Continuation.
APA, Harvard, Vancouver, ISO, and other styles
2

Akar, Hanife. "Evaluating Higher Education Learners through Portfolio Assessment." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2359.

Full text
Abstract:
This paper presents a part of a larger needs assessment study that aimed at designing a course called Instructional Planning and Evaluation (IPE), which is offered at Middle East Technical University, Faculty of Education, Turkey. The purpose of this study was to understand how undergraduate students perceived portfolio assessment (PA) with respect to IPE courses, and how students wanted to work during PA implementation. Data was obtained through a five-point Likert-type scale, interviews, field notes, and unobtrusive measures. Results reveal that students were frustrated in the initial stages of the implementation, and frequently demanded guidance by their lecturer. Although individual work was preferred, collaborative work facilitated preparing the content of portfolios. In course of time, data obtained through participant observations or unobtrusive measures reveal that PA led learners to become selfregulated learners.
APA, Harvard, Vancouver, ISO, and other styles
3

Farrell, Orna. "(e)Portfolio: a history." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0108.

Full text
Abstract:
This paper traces the evolution of the concept of portfolio from the Renaissance to the present day. Over time the meaning of portfolio evolved from its origins as a case for holding loose papers to other contexts such as finance, government and education. Portfolios evolved from paper to electronic, from local network to the world wide web. The decade from 2000-2010 was a period when technology became part of mainstream society and educational technology become part of mainstream higher education, and portfolios became a ubiquitous assessment. From 2010-2020, a shift towards an emphasis on pedagogy and the student learning experience occurred in eportfolio research and practice. The history of (e)portfolio in higher education shows that the higher education system will continue to gradually evolve, incorporating concepts, technology and approaches that are compatible rather than transformative.
APA, Harvard, Vancouver, ISO, and other styles
4

Lestari, Ambar Sri. "E-Portfolio Assessment Design in Learning." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.58.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Komarudin, Komarudin. "Physical Fitness Test Through Portfolio Assessment." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bhattacharya, Madhumita, and Maggie Hartnett. "E-portfolio assessment in higher education." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mortazavi, Batool. "Self assessment surveillance using e-portfolio." In 2010 Second International Conference on E-Learning and E-Teaching (ICELET 2010). IEEE, 2010. http://dx.doi.org/10.1109/icelet.2010.5708383.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Morimoto, Y., M. Ueno, M. Takahashi, S. Yokoyama, and Y. Miyadera. "Modeling language for supporting portfolio assessment." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Huijgens, Hennie. "Evidence-based software portfolio management." In EASE '16: 20th International Conference on Evaluation and Assessment in Software Engineering. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2915970.2916012.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Cain, Andrew. "Developing assessment criteria for portfolio assessed introductory programming." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654399.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Portfolio Assessment"

1

Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

Full text
Abstract:
In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
APA, Harvard, Vancouver, ISO, and other styles
2

Denholm, Paul, Marty Schwarz, Elise DeGeorge, Sherry Stout, and Nathan Wiltse. Renewable Portfolio Standard Assessment for Alaska's Railbelt. Office of Scientific and Technical Information (OSTI), February 2022. http://dx.doi.org/10.2172/1844210.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Eugene Kelly, Doria Gordon, and Kathleen Freeman. Assessment and Revision of the Florida Ecoregional Portfolio. The Nature Conservancy, December 2009. http://dx.doi.org/10.3411/col.01151930.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wiser, Ryan H., and Ole Langniss. The renewables portfolio standard in Texas: An early assessment. Office of Scientific and Technical Information (OSTI), November 2001. http://dx.doi.org/10.2172/790029.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Beschen, Darrell. Benefits Analysis for DOE Energy Technology Portfolio Assessment: Background. Office of Scientific and Technical Information (OSTI), December 2006. http://dx.doi.org/10.2172/1216509.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sak, Halis. Supplier portfolio risk assessment considering breach of contract and market risks. Sabanci University, February 2012. http://dx.doi.org/10.5900/su_som_wp.2012.20769.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lee, Hyun-Hoon, Cyn-Young Park, and Ju Hyun Pyun. International Business Cycle Synchronization: A Synthetic Assessment. Asian Development Bank, August 2022. http://dx.doi.org/10.22617/wps220355-2.

Full text
Abstract:
This paper presents findings from a study that synthetically assessed the three major transmission channels of international business cycles: trade, foreign direct investment (FDI), and portfolio flows between economies with multiple fixed effects. Results showed that real and financial integration generates heterogeneous impacts on business cycle comovement. Trade integration and greenfield FDI lead business cycle comovements, likely due to deepening intra-industry trade and dense global value chains. Higher debt market integration is associated with more synchronized business cycle comovement, while equity integration leads to business cycle divergence.
APA, Harvard, Vancouver, ISO, and other styles
8

Hurlbut, D. J., J. McLaren, and R. Gelman. Beyond Renewable Portfolio Standards: An Assessment of Regional Supply and Demand Conditions Affecting the Future of Renewable Energy in the West; Report and Executive Summary. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1096103.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Strong, Kay E. Use of Portfolios for Assessment in Introductory Economics. Bristol, UK: The Economics Network, January 2003. http://dx.doi.org/10.53593/n611a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Thompson, Deborah. Portfolios as developmentally appropriate assessment in early childhood education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Portfolio Assessment' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography