Journal articles on the topic 'Portfolios in education'
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Xavier, Margaret Malia Spofford. "E-portfolios and English teacher education in Brazil." Revista Leitura, no. 53 (January 16, 2019): 155–80. http://dx.doi.org/10.28998/2317-9945.201453.155-180.
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This article discusses the theory andimplementation of a network of e-portfoliosin the English as a Foreign Language (EFL)teaching practicum at a Brazilian public university.E-portfolios effectively motivate Brazilian studentteachers to value the work produced during theteaching practicum, while contributing to thedevelopment of digital literacy and professionalidentity in a globalized world, in which Englishplays a key role. The use of the e-portfolioas a complement to traditional final reportsconstitutes a shift in episteme from isolated reportto interconnected site, thus impacting studentteachers’ image of themselves and of EFLteaching. DOI: 10.28998/2317-9945.2014v1n53p155-180
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Fragneto, Regina Y., Amy Noel DiLorenzo, Randall M. Schell, and Edwin A. Bowe. "Evaluating Practice-Based Learning and Improvement: Efforts to Improve Acceptance of Portfolios." Journal of Graduate Medical Education 2, no. 4 (December 1, 2010): 638–43. http://dx.doi.org/10.4300/jgme-d-10-00010.1.
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Abstract Introduction The Accreditation Council for Graduate Medical Education (ACGME) recommends resident portfolios as 1 method for assessing competence in practice-based learning and improvement. In July 2005, when anesthesiology residents in our department were required to start a portfolio, the residents and their faculty advisors did not readily accept this new requirement. Intensive education efforts addressing the goals and importance of portfolios were undertaken. We hypothesized that these educational efforts improved acceptance of the portfolio and retrospectively audited the portfolio evaluation forms completed by faculty advisors. Methods Intensive education about the goals and importance of portfolios began in January 2006, including presentations at departmental conferences and one-on-one education sessions. Faculty advisors were instructed to evaluate each resident's portfolio and complete a review form. We retrospectively collected data to determine the percentage of review forms completed by faculty. The portfolio reviews also assessed the percentage of 10 required portfolio components residents had completed. Results Portfolio review forms were completed by faculty advisors for 13% (5/38) of residents during the first advisor-advisee meeting in December 2005. Initiation of intensive education efforts significantly improved compliance, with review forms completed for 68% (26/38) of residents in May 2006 (P < .0001) and 95% (36/38) in December 2006 (P < .0001). Residents also significantly improved the completeness of portfolios between May and December of 2006. Discussion Portfolios are considered a best methods technique by the ACGME for evaluation of practice-based learning and improvment. We have found that intensive education about the goals and importance of portfolios can enhance acceptance of this evaluation tool, resulting in improved compliance in completion and evaluation of portfolios.
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Ho Younghusband, Christine. "E-Portfolios and Exploring One’s Identity in Teacher Education." Open/Technology in Education, Society, and Scholarship Association Journal 1, no. 2 (December 31, 2021): 1–17. http://dx.doi.org/10.18357/otessaj.2021.1.2.20.
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Academic faculty in a two-year post-baccalaureate teacher education program at a small research university in British Columbia explored the extended use of e-Portfolios into final practicum over a three-year period. The education technology course offered in Term Three asked teacher candidates to create and design an e-Portfolio as part of the coursework. In this program evaluation, the author investigated the continued use of e-Portfolios into Term Four during final practicum. Faculty in this teacher education program sought ways to improve the program, particularly the practicum experience for teacher candidates. Extending the use of e-Portfolios into Term Four was one of three initiatives that were adopted. The e-Portfolio served as a digital platform for teachercandidates to archive, reflect, and sense-make; italso functioned as a means to develop theirprofessional identities and understanding of theprofessional standards. The final practicumconcluded with a Celebration of Learning and thecapstone presentations referenced e-Portfolios.This paper focuses on how e-Portfolios wereintroduced and implemented with six cohorts, whatwas observed by the faculty member, and whatwas learned from the implementation to inform thefuture use of e-Portfolios in the program andprogram redesign. The extended use of e-Portfolios during the final practicum was found tobe a viable initiative and revealed professionalqualities of teacher candidates that may not havebeen visible otherwise.
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Totter, Alexandra, and Corinne Wyss. "Opportunities and challenges of e-portfolios in teacher education. Lessons learnt." Research on Education and Media 11, no. 1 (June 1, 2019): 69–75. http://dx.doi.org/10.2478/rem-2019-0010.
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Abstract Portfolios are often used in higher education for learning, promotion, assessment and appraisal. Thanks to technical developments in recent years, portfolios are increasingly digital rather than physical. E-portfolios provide a comprehensive way to document personal progress, to reflect on work activities, to support learning and to serve as a tool for feedback and evaluation. However, there has been very little research conducted on the use of e-portfolios for learning purposes in higher education. This paper focuses on the use of e-portfolios in teacher education. Six students in a master programme work with e-portfolios in the course of their practical vocational training. In a mixed-methods design, the students were interviewed about their experiences and the process of writing e-portfolios. In addition, a document analysis of the e-portfolio entries has been conducted in terms of content and structure. The findings of this study provide indications on how e-portfolios can be used effectively in teacher training and which promoting and inhibiting conditions students encounter.
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Shana, Zuhrieh. "E-portfolios: Using Technology to Enhance and Assess Educational Technology Outcomes." Learning and Teaching in Higher Education: Gulf Perspectives 5, no. 1 (June 1, 2008): 2–24. http://dx.doi.org/10.18538/lthe.v5.n1.03.
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The shift from paper portfolios to e-portfolios has arrived in educational institutions worldwide. This study investigates e-portfolio systems as a means of improving performance-centered assessment, enriching students’ learning experiences and documenting the students’ progress and achievements. The current study reveals the experience of implementing a course-level framework for e-portfolios and an approach taken in initiating student electronic portfolios in the Department of Educational Technology (DET) at Ajman University of Science and Technology, UAE. Data was obtained in several ways, including Likert scale responses and interviews with the participants; students’ journals and final reports; notes from the Practicum site supervisor and the DET lab technician; and analysis of the electronic portfolio product. The work and responses of the Practicum students were compared for three consecutive Practicum classes. Analysis of the results showed that developing formative and summative portfolios fluctuated extensively between the three Practicum classes of DET graduates, as did the outcomes. In spite of this fact, the findings suggested that the use of e-portfolios could serve as an influential learning and assessment tool when driven by a clear understanding of the desired outcome and the specific skills to be assessed, and when sufficiently mentored, peer-reviewed, and based on sensible principles.
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Penteado, Regina Zanella, and Samuel Souza Neto. "A docência como profissão: O portfólio como dispositivo e política de formação docente no estágio supervisionado em educação física." education policy analysis archives 29 (June 14, 2021): 83. http://dx.doi.org/10.14507/epaa.29.6147.
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The goal of this article is to analyze if the portfolio in teacher education policies and in the Supervised Internship (SI) in Physical Education (PE) constitutes a formative device and to contributes to the professionalization of teaching. This qualitative, documentary research used content analysis of Curriculum Guidelines for Teacher Education and 12 portfolios produced by PE interns from a public university in Brazil. The results integrate narratives of the interns' portfolios, identified by axes: diagnostic evaluation and teaching learning. Policies are interpreted with attention to the portfolio that was treated as a technical artifact of controlled rational activity (tensioning the notion of professionalization). We concluded that the use of portfolios expanded and differed from that foreseen by the literature and the current teacher education policy. Portfolio in SI in PE emerges as a possible open and flexible training device, which is consistent with the professionalization of teaching.
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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.
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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.
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Syzdykova, Zhibek, Kalybek Koblandin, Natalia Mikhaylova, and Olga Akinina. "Assessment of E-Portfolio in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 02 (January 26, 2021): 120. http://dx.doi.org/10.3991/ijet.v16i02.18819.
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The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.
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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.
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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.
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Rajeswari, K., and G. Ananthi. "Facilitating Portfolio for holistic Engineering Education: An alternative Perspective." Journal of Engineering Education Transformations 36, S1 (December 1, 2022): 89–94. http://dx.doi.org/10.16920/jeet/2022/v36is1/22180.
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Portfolios provide evidence of facilitation from various sources in terms of student ratings context. It is the process of selecting and organizing material for a portfolio that can reflect facilitation. Facilitating portfolio capture facilitating career that can be called as facilitating portfolios that capture evidence related to the course. Using portfolios, facilitators can share in virtual mode and invite their comments from peers to share facilitating successes and accordingly build their careers. The components of facilitating portfolio are facilitating statement, documentation, effectiveness, demonstration of student learning using materials, activities, contribution to the Institution and recognition. The facilitating portfolio contains student’s reflection in terms of context, knowledge and growth. The advantage of preparing this facilitation portfolio is to engage the students in an active manner. It deals with bringing the students to the classroom. This portfolio is useful for developing student knowledge in an effective manner. The facilitator can address the problems of students through preparedness in the curriculum. It also deals with curriculum structure and provides sufficient support for students. The curriculum structure and facilitation techniques can be used to develop social framework inside the classroom. The facilitation process is affected by means of the contextual issues arises from professional, Institutional, student body, national and international agencies. This portfolio is useful for developing the student knowledge. The technology has been used for the improvement of student experience and enables better understanding of core concepts. This paper deals with the implementation of facilitating portfolio for the curriculum and student learning through activities. Keywords— Active learning Strategies; Course Outcome; Curriculum Structure; Facilitating Portfolio; Student learning
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Ho Younghusband, Christine. "E-Portfolios and Practicum in Teacher Education." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (December 31, 2021): 1–5. http://dx.doi.org/10.18357/otessac.2021.1.1.59.
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The Teacher Education Program at the University of Northern British Columbia (UNBC) implemented three initiatives in 2018 to improve the practicum experience for teacher candidates. One of these initiatives was to extend the use of e-Portfolios into final practicum. E-Portfolios are first developed by teacher candidates in EDUC 431, the Education Technology course, but they were asked to continue its use in the following term during final practicum. The extended use of e-Portfolios served as one response in the teacher education program to BC’s Curriculum (2021) and changes in the K-12 system, which in turn modelled several aspects of BC’s Curriculum such as personalization, Core Competencies, formative assessment, and the First Peoples Principles of Learning. Including final practicum as part of the e-Portfolio, teacher candidates were able to deepen their understanding of the Professional Standards for BC Educators (2019), reflect on their teaching experience, and conclude the program with a presentation at the Celebration of Learning. Teacher candidates were able to maintain an e-Portfolio during final practicum, identify additional artefacts to demonstrate their understanding of the professional standards, and create a digital narrative describing who they are as educators.
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Trávníčková, Petra. "Portfolios within the preschool environment." Journal of Language and Cultural Education 8, no. 3 (December 1, 2020): 89–98. http://dx.doi.org/10.2478/jolace-2020-0022.
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Abstract The academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz & Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).
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Gilkerson, Deanna, and Michelle Fryer Hanson. "Family portfolios: Involving families in portfolio documentation." Early Childhood Education Journal 27, no. 3 (September 2000): 197–201. http://dx.doi.org/10.1007/bf02694235.
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Fouda, Faten Abdelmagied Elsoudy. "The Potential of Collaborative E-Portfolios for Enhancing the Creative Teaching Skills of Pre-Service Business Education Teachers." International Journal of Technology Diffusion 7, no. 1 (January 2016): 1–19. http://dx.doi.org/10.4018/ijtd.2016010101.
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This study aimed at examining the use of collaborative tools and activities in producing e-portfolios for creative teaching skills of pre-service business education teachers. A list of creative teaching skills was prepared. This list included three main skills: creative planning, creative implementation, and creative evaluation of teaching. To train pre-service business education teachers to produce e-portfolios for creative teaching, an instructional module was developed based on the principles of writing interactive materials. A sample of 75 pre-service business education teachers was selected to quantify the effect of e-collaboration in producing e-portfolios. The participants were assigned to three groups, two experimental groups and a control group. The first experimental group used Google Drive tools in producing their e-portfolios collaboratively. The second experimental group used Google Drive tools in producing their e-portfolios individually. The third group did not produce any portfolio. Study results indicated that collaboration had a significant effect in producing e-portfolios for creative teaching.
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Zhang, Peng, and Gemma Tur. "Educational e-Portfolio Overview: Aspiring for the Future by Building on the Past." IAFOR Journal of Education 10, no. 3 (December 4, 2022): 51–74. http://dx.doi.org/10.22492/ije.10.3.03.
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Education institutions are rethinking their approaches as the world adjusts to a new normal after the pandemic. The e-Portfolio, an emerging tool in education that suits the current context, was reviewed in the study to aspire for better future implementation. Numerous studies have broadly investigated e-portfolios’ use in teaching, learning, or assessment. It has risen to prominence, becoming commonplace. To narrow down the considerable volume of research, develop new knowledge, and detect gaps in the existing literature, this study conducted a systematic review of existing literature on e-portfolio use in education. This approach synthesises secondary publications during the past decade. A keyword search of e-portfolio and reviews yielded 812 review papers. These articles were examined further to determine whether they met the predetermined criteria, and 12 review articles were identified. It was discovered that if successfully implemented, e-portfolios have promising benefits. Nevertheless, the implementation of e-portfolios also faces specific challenges. This article also synthesised the participants’ perceptions of their e-portfolio experience. The focus of the paper is to offer implementation suggestions for practitioners. The diversity of technological e-portfolio platforms and related pedagogical frameworks were also discussed to inspire future implementation. Conclusions in this research advocate further longitudinal research into the pedagogical design of e-portfolio implementation.
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Muho, Anita, and Klodiana Leka. "Students’ Perceptions of Portfolio as a Motivating Factor in Learning English as a Foreign Language." Journal of Educational and Social Research 11, no. 6 (November 5, 2021): 47. http://dx.doi.org/10.36941/jesr-2021-0127.
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The goal of this study is to find out what students think about using a portfolio as a motivator tool in studying English as a foreign language. As they include both students' and teachers' viewpoints on the learning process, portfolios are viewed as potential assessment tools. This study made use of qualitative methods of research. We have used interviews, which was conducted with 70 students, in four high schools in Durres, Albania. Students' perceptions of utilizing portfolios as an assessment tool revealed that portfolios help students be more autonomous, promote critical thinking, and increase motivation. Portfolio is an effective assessment approach since it encourages students to improve in maturity and independence rather of simply exposing their flaws. Portfolio helps them to be critical thinkers and independent consequently motivating them in learning English as a foreign language. This study will assist teachers in using portfolios as an assessment tool to encourage students to learn English as a foreign language.
Received: 5 June 2021 / Accepted: 13 October 2021 / Published: 5 November 2021
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White, Edward M. "The Scoring of Writing Portfolios: Phase 2." College Composition & Communication 56, no. 4 (June 1, 2005): 581–600. http://dx.doi.org/10.58680/ccc20054823.
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Although most portfolio evaluation currently uses some adaptation of holistic scoring, the problems with scoring portfolios holistically are many, much more than for essays, and the problems are not readily resolvable. Indeed, many aspects of holistic scoring work against the principles behind portfolio assessment. We have from the start needed a scoring methodology that responds to and reflects the nature of portfolios, not merely an adaptation of essay scoring. I here propose a means for scoring portfolios that allows for relatively efficient grading where portfolio scores are needed and where time and money are in short supply. It is derived conceptually from portfolio theory rather than essay-testing theory and supports the key principle behind portfolios, that students should be involved with reflection about and assessment of their own work. It is time for the central role that reflective writing can play in portfolio scoring to be put into practice.
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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.
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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.
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Yancey, Kathleen Blake. "Postmodernism, Palimpsest, and Portfolios: Theoretical Issues in the Representation of Student Work." College Composition & Communication 55, no. 4 (June 1, 2004): 738–61. http://dx.doi.org/10.58680/ccc20042781.
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What we ask students to do is who we ask them to be. With this as a defining proposition, I make three claims: (1) print portfolios offer fundamentally different intellectual and affective opportunities than electronic portfolios do; (2) looking at some student portfolios in both media begins to tell us something about what intellectual work is possible within a portfolio; and (3) assuming that each portfolio is itself a composition, we need to consider which kind of portfolio-as-composition we want to invite from students, and why.
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Gianti, Sri, Rochmiyati Rochmiyati, and Nurhanurawati Nurhanurawati. "PORTFOLIO ASSESSMENT OF TPACK APPROACH-BASED MATHEMATICS SUBJECTS IN PRIMARY SCHOOLS." Jurnal Ilmiah Teunuleh 2, no. 2 (June 28, 2021): 359–65. http://dx.doi.org/10.51612/teunuleh.v2i2.55.
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Assessing students' knowledge and success during and after learning and teaching is an ingrained part of education because it offers the most important specifics for teachers. This action research aims to determine the influence of portfolio assessment in TPACK-based mathematics subjects. The two methods used include student portfolio attitude surveys and teacher surveys. It found that most students had a clear understanding of how portfolios were created and recognized that portfolios could help them in learning maths better in many aspects. Likewise, most teachers consider portfolios practical especially in pointing out student problems and monitoring their learning progress.
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Rezai, Afsheen, D. R. Rahul, Muhammad Asif, Abdulfattah Omar, and Ahmad Reshad Jamalyar. "Contributions of E-Portfolios Assessment to Developing EFL Learners’ Vocabulary, Motivation, and Attitudes." Education Research International 2022 (August 5, 2022): 1–11. http://dx.doi.org/10.1155/2022/5713278.
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A great deal of studies have explored the effects of electronic-portfolios (e - portfolios) on various measures of language learning, including writing and speaking in English. However, the effects of e-portfolios on vocabulary, motivation, and attitudes of EFL learners have remained unexplored. Thus, this study aimed at disclosing the effects of e-portfolios on Afghani EFL learners’ vocabulary, motivation, and attitudes. For this purpose, after homogenizing, a total of 100 EFL male learners were selected and randomly assigned to an experimental group (n = 50) and a control group (n = 50). Afterward, they went through pretest, interventions, and posttest procedures. The interventions lasted 18 one-hour sessions held twice a week where the experimental group was trained through e-portfolios (Mahara: the electronic portfolio software) and the control group was trained using conventional methods. The collected data were analyzed through running an independent-sample t-test and calculating mean and percent. Results evidenced that the experimental group outperformed the control group concerning their gains of vocabulary knowledge on the posttest. Additionally, the findings documented that there was a statistically significant difference between the two groups in terms of motivation at the end of the interventions. Furthermore, the findings indicated that the participants had very positive attitudes toward the e-portfolios. The study concludes by offering some implications for relevant stakeholders and opening some windows for further research.
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Keune, Anna, Kylie Peppler, and Maggie Dahn. "Connected portfolios: open assessment practices for maker communities." Information and Learning Sciences 123, no. 7/8 (June 30, 2022): 462–81. http://dx.doi.org/10.1108/ils-03-2022-0029.
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Purpose In contrast to traditional portfolio practices that focus on the individual, this paper aims to reenvision portfolio practices to encompass sociocultural aspects of learning by considering how young makers, both in- and out-of-school, imbue digital cultural practices into the documenting and showcasing of their work, as well as observe the extent to which their portfolios are used to build community inside and outside their local settings. Design/methodology/approach Drawing from a connected learning approach, the authors engaged in qualitative and ethnographic study of youth’s digital maker portfolios in an out-of-school and a school-based makerspace. Through qualitative and thematic coding of portfolio walkthroughs, the authors identified four underlying characteristics within portfolio artifacts (i.e. personal and shared projects) and capturing practices (i.e. personal and shared capturing practices) that differently presented projects. Findings The analysis showed that portfolios that included shared productions and shared portfolios (i.e. projects and portfolios contributed to by more than one youth) and that were shared in open-ended ways across communities valued connected learning principles. These connected portfolios made community building within and beyond maker-educational communities of the young makers possible. In particular, openly shared and collaboratively captured work showed individual achievements (e.g. projects and techniques) and made visible connective and social engagement (e.g. opportunities for feedback and refinement, possibilities to narrate work to multiple audiences). Originality/value This paper has implications for the design of portfolio assessment in makerspaces and expands the role of portfolios as a way to capture individual and cognitive achievements alone toward connected community-building opportunities for youth as well as maker-centered settings within and beyond the youth’s local maker-centered settings.
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Dune, Tinashe, Kylie Crnek-Georgeson, John Bidewell, Rubab Firdaus, James Rufus John, and Amit Arora. "Undergraduate health science students' development of reflective practice on communication skills via e-Portfolios." Journal of University Teaching and Learning Practice 15, no. 3 (July 1, 2018): 66–84. http://dx.doi.org/10.53761/1.15.3.5.
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Background: Whilst e-Portfolios have been used in a variety of learning contexts, disciplines and academic levels, its effectiveness amongst tertiary health science students in Australia has yet to be explored. Investigating students’ development of reflexivity through an individually assessed e-Portfolio will produce more information about how best to teach and assess these skills in line with key professional competencies. Aim: This project aimed to evaluate students’ development of reflexivity by engaging in an individually assessed e-Portfolio within a large, interprofessional, first year health science unit on Communication in Health. Methods: Using an adapted version of Groningen’s Reflection Ability Scale (GRAS) students were surveyed before beginning and after completing their e-Portfolios. Participating students’ concluding summaries on their development of reflexivity were extracted from their e-Portfolios for qualitative analysis. Results: 289 students completed both the pre- and post-survey. The e-Portfolio enhanced reflexivity for 54% of students, 38% perceived that their reflexivity had decreased and 8% had no change between their pre and post scores. Qualitatively the students found the process of developing reflexivity to be positively challenging. They cited reflection on communication skills, using contemporary media, interprofessional reflection and cultural responsiveness as key elements learnt through the reflective process of the ePortfolio. Conclusion: A nuanced approach to interpreting the results is important as even those who seem to have become less reflexive may have realised that they were less so after engaging in reflective practice. With the right resources, technology and support the findings attest to the value and merit of e-Portfolios in developing reflexivity amongst tertiary interprofessional health science students.
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Hermasari, Bulan Kakanita, Gandes Retno Rahayu, and Mora Claramita. "How does portfolio assess interprofessional learning of medical and midwifery students in community-based maternal and children health care." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 392. http://dx.doi.org/10.11591/ijere.v8i3.20245.
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Top-quality maternal health care requires midwifery and medical students to work together in multidisciplinary interprofessional education (IPE). Achieving IPE learning competencies requires interprofessional assessment methods; one such is portfolio. Study on portfolio as interprofessional assessment is limited. To evaluate interprofessional core competencies illustrated by IPE portfolios. A qualitative design using content analysis to evaluate portfolios of midwifery and medical students attending three weeks’ interprofessional learning in an Indonesian university. Sixty portfolios were analyzed for four IPE core competencies. Fifteen open-ended questionnaires were collected to confirm the data and further explore issues. Four interprofessional core competencies were illustrated in portfolios. While only three portfolios contained objective evidence of learning, over two-thirds of students could plan appropriate, concrete work based on interprofessional learning. The results indicate that the portfolio assesses interprofessional learning with student reflections that illustrate the achievement of four IPE core competencies. The validity of this competency achievement is also supported and confirmed by the evidence of learning and subsequent learning plans. Furthermore, portfolios also can encourage the students to prepare a concrete and appropriate work plan or study plan for students’ interprofessional learning.
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Kitchenham, Andrew. "25. E-Portfolios in Teacher Education: The UNBC Experience." Collected Essays on Learning and Teaching 1 (July 1, 2011): 138. http://dx.doi.org/10.22329/celt.v1i0.3194.
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This paper presents the preliminary findings from the University of Northern British Columbia’s e-portfolio project, entitled the Digital Record of Student Success (DRSS). The e-portfolio requires that the Education Program students provide artifacts of their learning related to the British Columbia College of Teachers’ 13 standards for professional educators. The project will be outlined and sample in-progress e-portfolios will be described. The paper will conclude with a description of the successes and challenges of the DRSS.
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Johnsen, Susan K., and Gail R. Ryser. "The Validity of Portfolios in Predicting Performance in a Gifted Program." Journal for the Education of the Gifted 20, no. 3 (April 1997): 253–67. http://dx.doi.org/10.1177/016235329702000304.
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The nation is moving toward more authentic assessment procedures such as product portfolios. This study examined the degree to which samples collected in product portfolios from 216 kindergarten through second-grade students were able to predict their successful performance in a gifted program four years later. Successful performance was determined by scores on achievement tests and teacher classroom ratings. Hypotheses were analyzed using descriptive and inferential statistics. This study found that students whose product portfolio scores are in the top quarter perform significantly better on math and reading achievement subtests, but their classroom performance is not rated significantly higher than students whose product portfolio scores are in the bottom quarter. No significant differences were found among racial or ethnic minority groups.
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Rickards, William H., Mary E. Diez, Linda Ehley, Lauralee F. Guilbault, Georgine Loacker, Judith Reisetter Hart, and Paul C. Smith. "Learning, Reflection, and Electronic Portfolios: Stepping Toward an Assessment Practice." Journal of General Education 57, no. 1 (January 1, 2008): 31–50. http://dx.doi.org/10.2307/27798089.
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Abstract Electronic portfolios have developed as a medium for learning that makes use of the learners' own reflections on connections among portfolio artifacts. This study used a portfolio-based, mid-program reflection of undergraduate students to elaborate a framework for reflective learning and raise questions about related assessment practices.
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Hajrullahu, Adelina, and Vlora Sylaj. "The Importance of Preschool Children’s Portfolios in Kosovo and Their Meaning for Elementary School Teachers." Acta Paedagogica Vilnensia 50 (August 22, 2023): 172–87. http://dx.doi.org/10.15388/actpaed.2023.50.11.
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As a transition country, Kosovo faces many problems and challenges, especially in the field of the preschool education. As an issue of the early childhood education, among the new forms of child labor documentation, the portfolios are mentioned. Teachers build a rich picture of each child, combining strategies such as using the traditional tools of child study (for example, observations, anecdotal records, checklists) with newer documentation technologies such as photos, portfolios, and recorded conversations (New & Cochran, 2007). Purpose of this research was to gather data from preschool teacher, school teachers and parents regarding the children’s portfolios: the children portfolio in the preschool? How important are they for the primary school and for the parents? What the content? re some of issues that we research with this article.
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Nasser Dahmash, Jawaher. "Female English Majors’ Perceptions of E-portfolios at Some Saudi Universities." Arab World English Journal, no. 293 (April 11, 2023): 1–66. http://dx.doi.org/10.24093/awej/th.293.
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Numerous higher education institutions have been increasingly utilizing e-portfolios to serve multiple purposes. E-portfolios provide a wide range of possibilities for promoting language learning in terms of both the learning processes and the learning outcomes. This study tries to gain insight into the perception of female English majors towards e-portfolios at some Saudi universities. Data were collected from 181 female English majors by means of a web-based questionnaire with items eliciting responses using a five-point Likert-type scale. The questionnaire was adapted from Ritzhaupt, Singh, and Seyferth’s (2008) Electronic Portfolio Student Perspective Instrument (EPSPI). The questionnaire included two domains related to student’s perceptions of e-portfolios as learning and assessment tools. Results indicate that most students have a positive perception of e-portfolios as learning and assessment tools. However, participants expressed neutrality toward some items concerning time spending, group working, errors in assessment, and having some difficulties with e-portfolios. Furthermore, there was no significant difference in perceptions of e-portfolios among students from different universities and levels. These findings promote the use of e-portfolios in English major programs. They also show that the e-portfolios might have a good potential to be part of EFL education.
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Estaji, Masoomeh, and Farhad Ghiasvand. "Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers. Lam, R., & Moorhouse, B., L. (2022) Abingdon, Routledge, 167 pages, ISBN: 978-1-032-28240-4." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 41 (January 31, 2024): 327–29. http://dx.doi.org/10.30827/portalin.vi41.27135.
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The uses of e-portfolios in L2 education and research have recently increased given their reflective and process-oriented nature. Many scholars have begun using e-portfolios to collect their data in various aspects of L2 teaching and learning. Considering the prominence of technologies and e-portfolios in teaching L2 writing, a recent and influential book has been published by Routledge titled “Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers”. It presents the theoretical underpinnings of e-portfolio and the way its application in L2 contexts can boost the quality of teaching and learning English writing skills.
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Modise, Mphoentle Puleng. "Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution." Journal of Learning for Development 8, no. 2 (July 19, 2021): 283–97. http://dx.doi.org/10.56059/jl4d.v8i2.508.
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E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
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Chung, Ji-Young, and Seung-Hoon Jeong. "Korean Pre-Service Teachers' Experiences of Creating an Online Teaching Portfolio in the Teacher Preparation Course." Journal of Educational and Social Research 14, no. 2 (March 5, 2024): 1. http://dx.doi.org/10.36941/jesr-2024-0021.
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An online teaching portfolio is a digital collection of artifacts for a teacher's professional development and practice. This portfolio includes a teacher's skills, experiences, and achievements and can be used for professional growth, evaluation, and job search. Recognizing the importance of pre-service teachers' experiences of the portfolio, this study aims to understand the effectiveness of online teaching portfolios (e-portfolios) for Korean pre-service teachers. This study implemented mixed methods during the 2022 academic year, including an exit survey (n=62) and individual interviews (n=4). Study results indicated that the Korean pre-service teachers showed a positive learning experience because they could think about the connections between theory and practice while making the e-portfolio. In addition, making an e-portfolio could positively enhance the PSTs' technology integration ability in lesson planning and evaluations. Also, Korean pre-service teachers self-evaluated that they gained greater confidence in learning new technology applications in their lessons. Based on these results, several implications are discussed regarding the effective usage of online teaching portfolios for teacher preparation programs.
Received: 11 September 2023 / Accepted: 19 February 2024 / Published: 5 March 2024
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Alshawi, Areej T., and Yousif A. Alshumaimeri. "Teacher Electronic Portfolio and its Relation to EFL Student Teacher Performance and Attitude." International Journal of Education and Literacy Studies 5, no. 1 (January 31, 2017): 42. http://dx.doi.org/10.7575/aiac.ijels.v.5n.1p.42.
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E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.
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Kelebogile Mudau, Patience, and Modise MP Modise. "Using E-Portfolios for Active Student Engagement in the ODeL Environment." Journal of Information Technology Education: Research 21 (2022): 425–38. http://dx.doi.org/10.28945/5012.
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Aim/Purpose: This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pandemic. Background: Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance education and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student engagement with the e-portfolios. Methodology: Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergraduate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution: This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learning activities and this study suggests a definition of portfolio for better understanding in a different context. Findings: The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. Recommendations for Practitioners: The study recommends that lecturers should design learning objects in e-portfolios that require a high level of level student engagement. The study also recommends that higher education institutions (HEIs) provide lecturers with appropriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendation for Researchers: Researchers can expand the study to other ODeL institutions of learning in Africa to validate the findings and find more options. Impact on Society: E-portfolios by their nature are designed to promote personal reflection, collaboration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research: A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational purposes.
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Theodosiadou, Dimitra, and Angelos Konstantinidis. "Introducing E-portfolio Use to Primary School Pupils: Response, Benefits and Challenges." Journal of Information Technology Education: Innovations in Practice 14 (2015): 017–38. http://dx.doi.org/10.28945/2158.
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Electronic portfolios (e-portfolios) have a positive impact on the learning process in a broad range of educational sectors and on learners of all ages. Yet because most e-portfolio-related studies are about their implementation in higher education, this type of research is less usual in the early childhood context, and there is no available research for Greek schools. This study aims to investigate the impact of e-portfolios on learning in a Greek primary school and to provide a resource regarding the educational benefits of e-portfolio in primary education. To do that, it employs the qualitative naturalistic method to collect data, along with mixed methods which were used to achieve triangulation and strengthen confidence in the outcomes. Participants in the research were fourteen 8-year-old pupils, and one of the researchers was their regular teacher. Data evaluation revealed that the e-portfolio added value in pupils’ learning, acted as a medium to involve parents, promoted pupils’ self-esteem, and was acknowledged as a valuable assessment tool and a challenge for the school community. Based on the experience of the e-portfolio implementation, the authors provide some suggestions that would possibly help researchers and primary school teachers adopt and develop e-portfolio systems in their particular settings.
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Chetcuti, Deborah, and Paul Pace. "PORTFOLIOS IN ENVIRONMENTAL EDUCATION: THE TEPEE PROJECT." Journal of Baltic Science Education 11, no. 1 (March 25, 2012): 16–28. http://dx.doi.org/10.33225/jbse/12.11.16.
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Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners’ ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment. Key words: environmental education, education for sustainable development, portfolio assessment, learning and assessment in environmental education.
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Barton, James, and Angelo Collins. "Portfolios in Teacher Education." Journal of Teacher Education 44, no. 3 (May 1993): 200–210. http://dx.doi.org/10.1177/002248719304400307.
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Manoban, Amonrat. "Project-Based Learning and E-Portfolios for Preservice Teachers in Japanese Language Education." Journal of Education and Learning 10, no. 4 (May 25, 2021): 40. http://dx.doi.org/10.5539/jel.v10n4p40.
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This study involved classroom action research that aimed to 1) develop the learning management competency for preservice teachers using the project-based learning approach and e-portfolios and 2) study the reflection of those preservice teachers in terms of learning management using the project-based learning approach and e-portfolios. The target groups for this research comprised 27 fourth-year students of the Teaching Japanese Language Program, Faculty of Education, Khon Kaen University. I divided the research tools into two categories: (a) tools for learning management (four learning management plans and teaching logs) and (b) tools for collecting research data (the portfolio assessment form and e-portfolios). The research results revealed the project-based learning approach and e-portfolios improved the Japanese language and culture learning management competency in each indicator at different levels; in addition, the results reflected the Japanese language and culture learning management focusing on learners and the use of learning materials stimulated learners’ interest and systematic working and helped them appreciate the efficiency of work and ability to work with others.
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McKenna, Gary, Gavin Baxter, and Thomas Hainey. "E-portfolios and personal development: a higher educational perspective." Journal of Applied Research in Higher Education 9, no. 1 (February 6, 2017): 147–71. http://dx.doi.org/10.1108/jarhe-05-2016-0035.
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Purpose The purpose of this paper is to investigate the attitudes of staff and students towards adopting the use of e-portfolios for the purposes of supporting the concept of personal development planning (PDP). The study compares and contrasts the views and opinions of staff and students at one UK Higher Education Institution (HEI) about whether e-portfolios can support PDP. Design/methodology/approach Adopting a case study approach, this study presents empirical data gathered from two surveys involving 460 students and 182 lecturers from one UK HEI, collected from four different campuses across the West of Scotland. Findings The results of the surveys showed that the framework the authors used in the research to collect information about students and staffs attitudes was effective and that further research is merited for a more extensive investigation into PDP e-portfolio usage within HEI. Research limitations/implications The research was conducted at only one UK HEI so at this stage of the research, it is difficult to assess how generalisable the findings are. Practical implications This study provides useful empirical evidence to educators who may be considering employing e-portfolios within an educational context. For example, the views of students and staff identified in this paper can aid towards informing educators about some of the issues that might impact on using e-portfolios for supporting PDP in higher education. Originality/value To the best of the authors’ knowledge, this is the first work that presents survey data on both students’ and lecturers’ attitudes towards e-portfolio use to support and facilitate PDP.
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Hwang, Soonhee, and Keumjin Choi. "Effects of Learning Portfolios in General Education Courses on Undergraduates' Self-Regulated Learning Abilities, Ego-Resilience, and Self-Directed Learning Readiness." Korean Association of General Education 17, no. 5 (October 31, 2023): 161–83. http://dx.doi.org/10.46392/kjge.2023.17.5.161.
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Learning portfolios have garnered attention in education since the mid-1990s. Despite this, there is a lack of comprehensive research on their effect, particularly regarding their affective factors. This study aims to design a course using learning portfolios in general education and to verify its effects on self-regulated learning, ego-resilience, and self-directed learning readiness. The research involved a total of 226 Korean and Chinese international students from one Korean university. They were surveyed before and after participating in the learning portfolio course. The self-regulated learning abilities, ego-resilience, and self-directed learning readiness of both participating and non-participating groups were measured and analyzed. The findings indicated that learning portfolios significantly enhanced self-regulated learning abilities, ego-resilience, and self-directed learning readiness among Korean undergraduates. Conversely, these activities had no notable impact on the self-regulated learning abilities, ego-resilience, and self-directed learning readiness of Chinese international students. Based on these results, implications were suggested for integrating learning portfolio activities into general education.
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Ruskin-Mayher, Sue. "Whose Portfolio Is It Anyway?: Dilemmas of Professional Portfolio Building." English Education 32, no. 1 (October 1, 1999): 6–15. http://dx.doi.org/10.58680/ee19991536.
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Examines use of portfolios as a major assessment tool for students in the field of English Education. Discusses how professional portfolios encourage students to use their meta-cognitive skills and find their own unique themes as well as encouraging teachers to become collaborators and co-creators with students. Describes advantages and disadvantages of portfolio use and presents experiences with several students.
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Mogas, Jordi, Ana María Cea Álvarez, and Carlos Pazos-Justo. "The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence." Education Sciences 13, no. 8 (August 14, 2023): 829. http://dx.doi.org/10.3390/educsci13080829.
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Education is continuously evolving, even more with rapid technological advances and the needs and possibilities detected from the COVID-19 pandemic experience. In the current social context for higher education students, their need to have skills and competences related to autonomy, is increasingly acknowledged, and they must be capable of conducting better self-regulated learning. Digital competence is another elementary value to tackle with quality education: not only for online and hybrid modalities, also in face-to-face teaching and learning, the use of digital tools is proven to enrich the process and make learning more efficient. Among the resources explored in education, one of the most valuable are e-portfolios or reflexive digital portfolios. Thus, this study intends to give response to the following two questions in the context of students in higher education: is the experience of the use of a digital portfolio related to the promotion of autonomous competence? How is the use of digital portfolios related to digital competence? The sample is gathered within a European project; 355 students from six universities of five countries responded to a questionnaire. The main results confirm that students that have used e-portfolios appear more likely to be autonomous and also show remarkable differences in some items of their digital competence, compared with those that have not used e-portfolios. Not all responses point at significant differences, but at least for given aspects, we affirmatively conclude that e-portfolios may ease the learning process in terms of digital and autonomous competences.
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Aarts, Rian, and Peter Broeder. "Een Taalportfolio Voor Docenten In Het Basisonderwijs." Kijk op schrijven in T1 en T2 72 (January 1, 2004): 75–88. http://dx.doi.org/10.1075/ttwia.72.08aar.
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This article focuses on the development of a language portfolio for teachers in primaty education. Portfolios are being used more and more in education, particularly in higher education. But also in primary education, a language portfolio for pupils (which has been accredited by the European Council) has been introduced and turned out to be useful, especially in schools with a multicultural population. Following the same guidelines as in the pupil's portfolio, a language portfolio for teachers has been developed. The first version of this portfolio has been used in a small-scale evaluation. It turned out that the language portfolio for teachers can function as an instrument for the evaluation and documentation of the language, didactic and cultural knowledge, and skills of teachers. Teachers can use the portfolio to assess their own proficiencies and to collect and store documentation of their proficiencies. Major differences were foundin the views of language teachers in primary schools (teachers of Turkish and Arabic) and those of general teachers. The latter group expressed their doubts about the usefulness of the language portfolio in their teaching situation, as teaching language (meaning: teaching English) is only a small part of their task. Recent developments in primary education, however, seem to point to a growing importance of languages in this type of education. In this case, language portfolios could prove to be useful instruments.
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Chae, Su-Jin. "Teaching Portfolios in Medical Education." Korean Medical Education Review 11, no. 2 (December 30, 2009): 25–31. http://dx.doi.org/10.17496/kmer.2009.11.2.25.
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The purpose of the study was to investigate the concept and content of teaching portfolios and to consider the use of teaching portfolios in medical education. The concept of teaching portfolios has several implications and has been used in multiple approaches in teaching-learning processes. The ten foreign universities chosen for this study employ teaching portfolios in their professorship and teaching achievement evaluation as a means of deciding promotions or incentivizing employees. However, domestic universities have not yet implemented this system. It is proposed that in order to improve the quality of education programs, teaching portfolios should be used much more frequently than syllabus. Medical school professors should apply what is called “Copernicus’s Thinking” to their teaching preparations.
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Salim Al-Naibi, Is’haq, Nasser Rashid Al-Hatali, and Marwa Aziz Al-Hadhrami. "EFL Teachers and Students Raising Their Eyebrows Over Portfolio Assessment in Language Classrooms." English Language Teaching 12, no. 10 (September 28, 2019): 118. http://dx.doi.org/10.5539/elt.v12n10p118.
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The present paper reports on EFL teachers’ and students’ attitudes, challenges, and suggestions regarding portfolio assessment in language classes at a higher academic institution in Oman. The sample of the study includes six teachers and 108 students. Data was collected through two questionnaires. Analysis of the results reveals that teachers have low attitude levels, compared to students who have moderate attitude levels, towards using portfolios as an assessment tool for students’ learning. Also, both teachers and students met various challenges in using portfolios and suggested different changes to the practice. These findings have several implications for language teachers, as well as language institutions, who should consider including all language skills in assessment portfolios. There should be periodic reviews of portfolio completion by the teacher and students. In addition, the findings of this paper suggest considerations for using e-portfolios.
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Lygo-Baker, Simon, and Stylianos Hatzipanagos. "Enabling Professional Development with E-Portfolios." International Journal of Online Pedagogy and Course Design 2, no. 1 (January 2012): 37–52. http://dx.doi.org/10.4018/ijopcd.2012010103.
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Portfolios have been used for assessment in higher education as an alternative to exams and assignments. E-portfolios offer staff a digital technology that can be both a personalised learning space, owned and controlled by the learner, and a presentation tool which can be used for formal assessment purposes. However, this can result in a tension between process and product, where e-portfolios become electronic repositories of resources that simply tick boxes for career progression. The paper reports on a project that investigated the use of e-portfolios by teaching practitioners developing a critical portfolio of evidence for an award-bearing academic development programme. An e-portfolio had been adopted to address criticisms that conventional assessment fails to take account of the context in which teaching practitioners operate. The project aimed to enable teaching practitioners to access and gain familiarity with pedagogically sound e-portfolio opportunities. In addition, it aimed to foster a reflective approach, promote critical thinking focused on learning and teaching and enhance continuing professional development.
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Boholano, Helen B., Joje Mar P. Sanchez, Vincent Theodore M. Balo, and Tizza Marie M. Navarro. "Utilization of e-Portfolios in Teacher Education Institutions of Higher Education in Central Visayas, Philippines." International Journal of Information and Education Technology 12, no. 9 (2022): 912–20. http://dx.doi.org/10.18178/ijiet.2022.12.9.1701.
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E-portfolios are useful tools for learning and assessment. With this, this paper investigated the utilization of these electronic tools in teacher education institutions (TEIs) of higher education. Using embedded mixed design, a survey and focus group discussions were conducted with 85 college teachers in TEIs in Central Visayas, Philippines. Findings revealed that teachers utilized e-portfolios for students’ progress and the former’s school work but moderately implemented them for improving the latter’s learning experiences. The use of e-portfolios is highly effective towards pedagogical considerations and effective in academics’ teaching and usability. Qualitative results show that e-portfolios have gains and challenges, but teachers acknowledge the importance of the tools in education. In conclusion, e-portfolios have helped college teachers in TEIs in enhancing students’ experiences in learning and assessment, particularly during the COVID-19 pandemic. A framework for utilizing e-portfolios in higher education is crafted.
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Kuchmezov, H. H., and S. I. Neizvestny. "Formation of Managers’ Competencies in The Field of Project Portfolio Management of The Enterprise." Open Education 26, no. 2 (March 15, 2022): 25–36. http://dx.doi.org/10.21686/1818-4243-2022-2-25-36.
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The purpose of this study is to analyze existing approaches to managing a portfolio of projects and programs, their further development and generalization, the creation of systems focused on creating the competence of specialists in the field of managing enterprise project portfolios. The substantiation and main reasons for the need to form the competencies of specialists in project portfolio management from the point of view of the effectiveness of project activities and business of the enterprise are discussed.In modern conditions, the functioning of any company is determined by a number of global trends - a change in business formats under the influence of digitalization, networkization of the economy, and changes in the structure of transaction costs, optimization of project portfolio management. This, in turn, entails a change in the requirements for the competencies of managers in managing enterprise project portfolios. The higher education system currently does not form the necessary set of competencies for university graduates, who should be functionally involved in managing a portfolio of projects and programs. Project portfolio management competencies are erroneously replaced by individual project management competencies, while almost all modern enterprises have a project portfolio. This is one of the reasons why the managers of the enterprise, when hiring yesterday’s university graduates, formulate an introductory requirement for them: - “Forget everything you were taught at the university”.Materials and methods. The study was conducted from 2019 to 2021 at the Financial University under the Government of the Russian Federation among 4th year students of the direction of study “Business Informatics”, studying in the profile “IT Management in Business”. The methodological basis of the study was a set of theories of innovation management, portfolio and project management. The typology of project portfolios is represented by the core competencies required by managers in managing project and program portfolios. An analysis of the existing education system shows that even after a master’s degree it is not capable of providing businesses with a professionally trained manager of large projects, not to mention a bachelor’s degree. Some limitations in the use of well-known portfolio management competencies due to their inconsistency with current business realities are noted. The main research method was the analysis of modern requirements for the functionality of the organization’s project portfolio management system.Results. It was revealed that the main requirements of modern business in specialists with competencies in managing a portfolio of projects and programs are significantly ahead of the existing competencies of university graduates. The main necessary competencies of project portfolio managers are determined. The gap in business requirements and existing competencies of university graduates in this direction of management is shown. The results obtained in the study can be used in the formation of competencies in the management of a portfolio of projects that the business presents to the education system.Conclusion. Project and program portfolio management is a significant factor in the development of an enterprise’s business. Business conditions are now such that enterprises simultaneously implement several projects and programs, these projects and programs are forced to be combined into portfolios. In portfolios, projects compete for the limited resources of the enterprise, and in the absence of systemic management of the project portfolio, lack of coordination between them, managerial chaos may arise that harm both individual projects and the entire business of the enterprise. Thus, combining individual projects into programs, and programs into portfolios, significantly increases the efficiency of project activities and the business of the enterprise as a whole.Using the example of Sberbank, the article compares the list of competencies required by the business functionality in the field of managing portfolios of projects and programs with the assessment of the competence of graduates in the direction of business informatics. The results obtained in the study can be used in the transformation of personnel training systems, in practical activities for managing portfolios of projects and programs of organizations of any type.
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Tanner, Rosie, Désirée Longayroux, Douwe Beijaard, and Nico Verloop. "Piloting portfolios: using portfolios in pre-service teacher education." ELT Journal 54, no. 1 (January 2000): 20–30. http://dx.doi.org/10.1093/elt/54.1.20.
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Tofade, Toyin S., John N. Hedrick, Stephen C. Dedrick, and Stephen M. Caiola. "Evaluation of Pharmacist Continuing Professional Development Portfolios." Journal of Pharmacy Practice 26, no. 3 (August 6, 2012): 237–47. http://dx.doi.org/10.1177/0897190012452311.
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Objective: The purpose of this study was to conduct a random continuing professional development (CPD) portfolio audit to assess the portfolios of pharmacists who completed CPD training in the state of North Carolina and reported adopting it in place of the annual 15-hour continuing education (CE) requirement when applying for re-licensure. Methods: The NC Board of Pharmacy (NCBOP) staff randomly selected 30 pharmacists to provide CPD portfolio documentation to the Board electronically or in paper format. This documentation included their completed learning plan, a learning activity worksheet for each completed activity, and the Accreditation Council on Pharmacy Education (ACPE) universal activity number for the CPD training program attended. The Task Force used a multicomponent audit tool to assess each portfolio. Results: Eighty percent of portfolios had at least 15 hours of learning reported. Portfolio assessments indicated an average of 5 learning objectives per individual. Based on the scale of 1 to 5, the Measurable and Specific sections of the objectives scored the lowest with an average score of 3 on both sections. An overall assessment of “adequate” or “comprehensive” was noted for 60% of the portfolios. Conclusion: Pharmacists completing CPD training are capable of following the CPD process with some potential challenges in documentation. Information submitted to the board of pharmacy is considered sufficient for license renewal purposes.