Bibliografie tematiche / Portfolios in education

Letteratura scientifica selezionata sul tema "Portfolios in education"

Autore: Grafiati
Pubblicato: 4 giugno 2021
Ultima modifica: 29 luglio 2024

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Indice

Consulta la lista di attuali articoli, libri, tesi, atti di convegni e altre fonti scientifiche attinenti al tema "Portfolios in education".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Articoli di riviste sul tema "Portfolios in education"

1

Xavier, Margaret Malia Spofford. "E-portfolios and English teacher education in Brazil". Revista Leitura, n. 53 (16 gennaio 2019): 155–80. http://dx.doi.org/10.28998/2317-9945.201453.155-180.

Testo completo
Abstract (sommario):
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
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Fragneto, Regina Y., Amy Noel DiLorenzo, Randall M. Schell e Edwin A. Bowe. "Evaluating Practice-Based Learning and Improvement: Efforts to Improve Acceptance of Portfolios". Journal of Graduate Medical Education 2, n. 4 (1 dicembre 2010): 638–43. http://dx.doi.org/10.4300/jgme-d-10-00010.1.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Ho Younghusband, Christine. "E-Portfolios and Exploring One’s Identity in Teacher Education". Open/Technology in Education, Society, and Scholarship Association Journal 1, n. 2 (31 dicembre 2021): 1–17. http://dx.doi.org/10.18357/otessaj.2021.1.2.20.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Totter, Alexandra, e Corinne Wyss. "Opportunities and challenges of e-portfolios in teacher education. Lessons learnt". Research on Education and Media 11, n. 1 (1 giugno 2019): 69–75. http://dx.doi.org/10.2478/rem-2019-0010.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Shana, Zuhrieh. "E-portfolios: Using Technology to Enhance and Assess Educational Technology Outcomes". Learning and Teaching in Higher Education: Gulf Perspectives 5, n. 1 (1 giugno 2008): 2–24. http://dx.doi.org/10.18538/lthe.v5.n1.03.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Penteado, Regina Zanella, e 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 (14 giugno 2021): 83. http://dx.doi.org/10.14507/epaa.29.6147.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Wang, Lijuan, e Chunyan He. "Review of Research on Portfolios in ESL/EFL Context". English Language Teaching 13, n. 12 (26 novembre 2020): 76. http://dx.doi.org/10.5539/elt.v13n12p76.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Syzdykova, Zhibek, Kalybek Koblandin, Natalia Mikhaylova e Olga Akinina. "Assessment of E-Portfolio in Higher Education". International Journal of Emerging Technologies in Learning (iJET) 16, n. 02 (26 gennaio 2021): 120. http://dx.doi.org/10.3991/ijet.v16i02.18819.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Rattiya, Mebusaya P., Nakazawa Minoru, Panichying Theppharat e Bunjongparu Nanthon. "Creating Electronic Portfolio Rubrics for General Education Course Assessments in Thailand". International Journal of Information and Education Technology 12, n. 4 (2022): 318–25. http://dx.doi.org/10.18178/ijiet.2022.12.4.1621.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Rajeswari, K., e G. Ananthi. "Facilitating Portfolio for holistic Engineering Education: An alternative Perspective". Journal of Engineering Education Transformations 36, S1 (1 dicembre 2022): 89–94. http://dx.doi.org/10.16920/jeet/2022/v36is1/22180.

Testo completo
Abstract (sommario):
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
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Tesi sul tema "Portfolios in education"

1

Piper, Carla Hagen. "Electronic portfolios in teacher education". Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2478.

Testo completo
Abstract (sommario):
Three education reform themes concerning the preparation. of teachers for the 21st Century converge in this study: teacher accountability to professional certification standards, authentic assessment, and the use of advanced technologies. The question of how to use technology effectively in the assessment of teacher candidates to demonstrate achievement of course objectives based on state certification standards led to the development of the electronic portfolio project in a small university teacher credential program. The process of preparing an electronic portfolio using computer and multimedia technology was examined from the perspective of twelve teacher candidates enrolled in a multiple subject reading methods classes. This research was a multiple case study in which qualitative data was obtained through open-ended interviews with the teacher candidates, the course professor, and the computer lab technician, as well as through analysis of the electronic portfolio product. Whether the electronic portfolio could be considered an effective tool for documenting teacher candidate performance and the achievement of course objectives was the primary question investigated in this study. Themes and patterns that emerged from interviews, portfolio reflections, and field records kept by the researcher were examined through Ethnograph, a qualitative data software analysis program, in order to gather information concerning the teacher candidate's experience of collecting and preserving digital artifacts to be used as evidence of demonstrating competencies. The teacher candidate's perceptions of the strengths and weaknesses, as well as the software and hardware problems encountered during the electronic portfolio process, were explored. Written reflections within the electronic portfolio framework were examined to gain insight into the student's process of self-reflection and self-assessment. A computer literacy questionnaire was administered prior to the study in order to determine previous experience with and attitude toward technology. The researcher's process of creating templates in hypertext markup language (HTML) and Hyperstudio, a multimedia authoring software program, provided further insight into the design and implementation of the electronic portfolio project.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Fenner, Linda Jackman. "Student Portfolios: A View from Inside the Classroom". The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392219553.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Carter, Mark A. "Self-assessment using writing portfolios /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178382.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Anthony, Jared Judd. "Reflection and electronic portfolios". Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/j_anthony_120508.pdf.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Patten, Ivy Kaufhold. "An electronic writing portfolios program for the primary classroom". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1220.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Thompson, Deborah. "Portfolios as developmentally appropriate assessment in early childhood education". PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4292.

Testo completo
Abstract (sommario):
Traditional use of formal assessment techniques in early childhood education is not congruent with the knowledge and philosophies that have begun to guide curriculum and practice. The discontent with current assessment approaches has created a need to develop alternate assessment methods. The practice of portfolio assessment is posed as a developmentally appropriate alternative in this thesis. Current literature on portfolio assessment related to kindergarten/first grade setting supports portfolio assessment in both theory and practice in early childhood education.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Juras, Sherrie Ann. "Digital portfolios: Advancing assessment through technology". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1951.

Testo completo
Abstract (sommario):
The project discusses how evolving technologies used to create digital portfolios can demonstrate student achievement in virtually unlimited ways. Evidence of student growth and achievement can be documented digitally. Such evidence can take the form of text, graphics, photos, sound, video data, and can even include database records of standardized or course-end test scores and grades.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Hung, Shao-Ting Alan. "Alternative EFL assessment integrating electronic portfolios into the classroom /". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215202.

Testo completo
Abstract (sommario):
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Martha Nyikos. "Title from dissertation home page (viewed June 18, 2007)."
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Walls, Douglas McSweeney. "Electronic portfolios politics, procedures, and pedagogy /". abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1436018.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Jasper, Melanie Ann. "The development of reflective writing strategies in nursing education". Thesis, University of Portsmouth, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297359.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Libri sul tema "Portfolios in education"

1

MaryEllen, Vogt, a cura di. Portfolios in teacher education. Newark, DE: International Reading Association, 1996.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Rolheiser-Bennett, Noreen Carol. The portfolio organizer: Succeeding with portfolios in your classroom. Alexandria, Va: Association for Supervision and Curriculum Development, 2000.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Chaudhuri, Tushar, e Béatrice Cabau, a cura di. E-Portfolios in Higher Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

1973-, Britten Jody, e McFadden Joan 1934-, a cura di. Digital portfolios in teacher education. Indianapolis, Ind: JIST Works, 2005.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Leis, Andrea. Portfolios in practice. [Kitchener, ON: Consestoga College?, 1996.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Schipper, Beth. Portfolios in the classroom: Tools for learning and instruction. York, Me: Stenhouse Publishers, 1997.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Pete, Adamy, e Milman Natalie B, a cura di. Evaluating electronic portfolios in teacher education. Charlotte, NC: Information Age Pub., 2008.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Kimball, Miles A. The Web portfolio guide: Creating electronic portfolios for the Web. New York: Longman, 2003.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Sweet, David A. Student portfolios: Administrative uses. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Sweet, David A. Student portfolios: Classroom uses. [Washington, DC]: U.S. Dept. of Education, Office of Research, 1993.

Cerca il testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
Più fonti

Capitoli di libri sul tema "Portfolios in education"

1

Young, Carl. "The Maed English Education Electronic Portfolio Experience". In Electronic Portfolios 2.0, 181–92. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444428-27.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Driessen, Erik, e Jan van Tartwijk. "Portfolios in personal and professional development". In Understanding Medical Education, 193–200. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118472361.ch14.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Pitts, John. "Portfolios, Personal Development and Reflective Practice". In Understanding Medical Education, 99–110. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444320282.ch7.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Driessen, Erik, e Jan van Tartwijk. "Portfolios in Personal and Professional Development". In Understanding Medical Education, 255–62. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781119373780.ch18.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Chaudhuri, Tushar. "(De)Constructing Student E-Portfolios in Five Questions: Experiences from a Community of Practice". In E-Portfolios in Higher Education, 3–19. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_1.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Cabau, Béatrice. "E-Portfolio as a Tool to Respond Higher Education Ambitions and Societal Expectations". In E-Portfolios in Higher Education, 141–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_10.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Wong, Eva Y. W., Theresa F. N. Kwong e Peter F. M. Lau. "Using Student ePortfolios to Showcase Students’ Learning: Experience from Hong Kong Baptist University". In E-Portfolios in Higher Education, 157–70. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_11.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Hodgson, Paula. "Student E-Portfolios: Unfolding Transformation in University Life in General Education Program". In E-Portfolios in Higher Education, 171–81. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_12.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Chan, Christopher. "Library Support for Student E-Portfolios: A Case Study". In E-Portfolios in Higher Education, 183–93. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_13.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Pegrum, Mark, e Grace Oakley. "The Changing Landscape of E-Portfolios: Reflections on 5 Years of Implementing E-Portfolios in Pre-Service Teacher Education". In E-Portfolios in Higher Education, 21–34. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3803-7_2.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri

Atti di convegni sul tema "Portfolios in education"

1

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.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Ibrahim, Walid, e Hoda Amer. "A Centralized Course e-Portfolio Repository for Fostering Continuous Improvement and Strengthening Teaching Community of Practice in Higher Education". In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17095.

Testo completo
Abstract (sommario):
Course portfolios in higher education are much more than a collection of teaching and assessment materials. When created properly, they could provide a clear anatomy of the offered courses depicting the details of the teaching and learning practices in classrooms. Making course portfolios available to other colleagues promotes the best and most effective teaching practices and fosters strong faculty ties with the teaching community. Despite the many advantages of course portfolios, their adoption in higher education is still limited. This paper introduces a case study of the design and deployment of a centralized course portfolio repository at (removed for blind review). The aim of the repository is to promote teaching effectiveness and continuous improvement of offered curricula, while providing faculty with autonomy, flexibility, and data privacy control.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Mollo, Paseka Patric, Ratokelo Willie Thabane e Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.

Testo completo
Abstract (sommario):
"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Riess, Christian, Michael Walter e Maria Tyroller. "Digital documentation and planning of student projects in engineering and product design using e-portfolios". In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1269.

Testo completo
Abstract (sommario):
The use of e-portfolios is very rare among academic teaching on engineering design and product design especially in Germany. Written exams and reports are not always suitable to evaluate competencies and skills of students gained through such projects. A wide range of competencies is required and a variety of results (sketches, 3D-CAD-models, real prototypes, user feedback, etc.) are generated, that cannot be adequately represented in a written exam or report. We see the use of e-portfolios as a solution to this problem. Our goal is to enable the documentation and planning of the entire product design process using e-portfolios for student projects in a course on product design - and thus also include the production and assembly of the individual parts until the real final product. This short-paper will detail the necessary preparations and changes in content and organization to a course on product design and how the students are introduced to the use of e-portfolios. We develop a three-step process, that supports i) the preparation of e-portfolios (in advance to the course), ii) the design of individual e-portfolios (during the course) and iii) the evaluation at the end of the course. The main findings of this work are seen in a provided recommendation on structure and design of an e-portfolio based course on product design (integrating required and useful software-tools and manufacturing machine interfaces) as well as the identified specific requirements of students and lecturers that need to be fulfilled to successfully implement e-portfolios.
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Tubaishat, Abdallah. "Can E-Portfolio Improve Students’ Readiness to Find an IT Career?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2136.

Testo completo
Abstract (sommario):
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Wang, Shouhong. "E-Portfolios for Integrated Reflection". In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3342.

Testo completo
Abstract (sommario):
E-portfolios have been widely used in the education community. Currently, e-portfolios are viewed mostly as a tool of assessment and showcase, but less as a tool of active learning. This paper proposes an ontological model that specifies a generic organizational structure of e-portfolios in the integrated reflection context. An example of design artifact of ontology of e-portfolios is used to illustrate the concepts of the development and use of e-portfolios for active learning through reflection.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Buzzetto-More, Nicole, e 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.

Testo completo
Abstract (sommario):
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.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Mamutović, Anastasija S. "Portfolio u predškolskom vaspitanju i obrazovanju". In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.429m.

Testo completo
Abstract (sommario):
In modern practice of educational work in preschool institutions, portfolios are used as a way of monitoring and documenting childrenʼs development and progress. In the context of preschool education, portfolios have numerous functions and benefits. In addition to allowing educators to continuously monitor and document childrenʼs development and learning over an extended period of time, portfolios also facilitate the exchange of information about children's development with parents and other interested parties, as well as providing opportunities for critical reflection and evaluation. Unlike traditional portfolios that involve storing data in registers, boxes, or folders, electronic portfolios represent a collection of data in various formats, such as audio, video, and text. This paper highlights the importance, characteristics, and types of portfolios in preschool education, as well as the differences between traditional and electronic portfolios.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Ali, Azad. "Designing Digital Portfolios for Technology Support Students". In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3239.

Testo completo
Abstract (sommario):
Technology education faces multiple challenges in the new millennium. In light of an increasing, overlapping and widening spectrum of technological fields of study, it has become imperative for students to be able to articulate their course of study and for technology departments to be able to assess the intended outcome of their program of study. The traditional approach of teaching one course at a time and assessing independently does not fully accomplish the requirements that educational regulations are mandating. Thus, a new direction is required in teaching the students how to articulate their education and for the academic departments to be able to provide assessment tools for measuring the cumulative performance of their students. This study describes the preliminary experience of one technology department in introducing digital portfolio as a requirement for their students. The Technology Support and Training (TST) program - Eberly College of Business and Information Technology (ECOBIT) at Indiana University of Pennsylvania (IUP) now requires students to prepare a digital portfolio during their capstone course. This paper explains the steps that this department has taken to implement using digital portfolio as a requirement for their graduating students. While this work is at the earliest stages, the author of this paper acknowledges that more work needs to be done in order to further implement the requirement of the digital portfolio for their students. Thus, the authors plan another study that further tackles the issues highlighted in this paper.
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Ouherrou, Nihal, Margarita Auli-Giraldo e Stéphanie Mailles Viard Metz. "ASSESSING E-PORTFOLIO ACCEPTABILITY IN AN ONLINE COURSE". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end121.

Testo completo
Abstract (sommario):
"E-portfolios play an important role in the success of online courses in higher education. They help universities to provide a more effective and efficient teaching-learning process by enabling students to track their skills and proceed towards their future career goals. In view of the rapid expansion of e-portfolios in French universities, a challenging problem arises regarding its acceptance and use by higher education students, particularly in the context of online courses. Indeed, using new technology can be considered as a process that implies the evolution of judgment over time. To address this gap, the present study has two objectives. First, it explores the key factors of acceptability (before use) and acceptance (after first use) of the e-portfolio Karuta according to the literature and the Unified Theory of Acceptance and Use of Technology (UTAUT). Second, it aims to generate appropriate assumptions and validate research instruments for a new experiment (e.g., questions, items). This is a quantitative and qualitative survey with a descriptive scope. Data were collected from 10 Master students in pedagogical and digital engineering at Aix-Marseille University, France. The research instrument is a questionnaire consisting of open and closed-end questions including: 41 items using a 7 points Likert Scale, which covers Self-Regulated Online Learning (SRSOL), UTAUT’s factors and the perceived enjoyment variable administered before and after use; 2 open questions to gather more explanations from participants about their reasons to continue to (or not to) use the e-portfolio in the future; and 1 question about their feelings regarding the reflexive activity implemented when they completed or used the e-portfolio within the Karuta tool. The results showed that students seem to have the intention to continue to use the e-portfolio as part of their learning process. Besides, it appears that performance expectancy, effort expectancy, social influence predict behavioral intention to use and to continue to use the e-portfolio."
Gli stili APA, Harvard, Vancouver, ISO e altri

Rapporti di organizzazioni sul tema "Portfolios in education"

1

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

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
2

Willis, Larkin, e Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, gennaio 2023. http://dx.doi.org/10.54300/756.774.

Testo completo
Abstract (sommario):
To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
Gli stili APA, Harvard, Vancouver, ISO e altri
3

Dwyer, Tess. Education Technology Portfolio. Ames (Iowa): Iowa State University, gennaio 2019. http://dx.doi.org/10.31274/cc-20240624-577.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
4

Cooper, Russell, e Guozhong Zhu. Household Finance: Education, Permanent Income and Portfolio Choice. Cambridge, MA: National Bureau of Economic Research, settembre 2013. http://dx.doi.org/10.3386/w19455.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
5

Gemmo, Irina, Pierre-Carl Michaud e Olivia Mitchell. Selection into Financial Education and Effects on Portfolio Choice. Cambridge, MA: National Bureau of Economic Research, settembre 2023. http://dx.doi.org/10.3386/w31682.

Testo completo
Gli stili APA, Harvard, Vancouver, ISO e altri
6

Gemmo, Irina, Pierre-Carl Michaud e Olivia S. Mitchell. Selection into Financial Education and Effects on Portfolio Choice. CIRANO, settembre 2023. http://dx.doi.org/10.54932/zjnj5054.

Testo completo
Abstract (sommario):
To examine how financial education affects financial outcomes, one must evaluate whether and how sample selection may bias inferences regarding program impacts. Our incentivized experiment reveals how such selection influences estimated financial education effects. The more financially literate and those expecting higher gains pay more to purchase education, while those who consider themselves very financially literate pay less. Using portfolio allocation tasks, we show that the financial education increases portfolio efficiency and welfare by almost 20 and 3 percentage points, respectively. In our setting, selection does not greatly influence estimated program effects, comparing those participating and those who do not.
Gli stili APA, Harvard, Vancouver, ISO e altri
7

Fryer, Michelle, Virginia Poggio, Viviana Vélez-Grajales, Anna Risi Vianna Crespo, Grace Noboa-Hidalgo, Monika Huppi, Leslie F. Stone e Ursula Quijano. Approach Paper: Review of IDB Support to Secondary Education-Quality and Learning in Latin America and the Caribbean, 1995-2011. Inter-American Development Bank, maggio 2012. http://dx.doi.org/10.18235/0010422.

Testo completo
Abstract (sommario):
The main objective of this evaluation is to identify lessons from IDB's support to secondary education policies and systems in LAC since 1995, with a particular focus on quality of education and learning outcomes. The evaluation will review the IDB's dialogue with countries on educational policies; the design, execution and results of IDB-financed education operations; and the building of education-related knowledge and capacities. Findings will seek to identify factors affecting the success of interventions in different contexts, and to provide Management and client countries with specific recommendations on how the IDB could approach the sector going forward. Data sources include literature reviews and background papers, the IDB secondary education lending portfolio, country case studies, existing impact evaluations on secondary education-related topics, EDU and SCL economic and sector work reports, and key-informant interviews of stakeholders, IDB education sector specialists and other relevant IDB staff.
Gli stili APA, Harvard, Vancouver, ISO e altri
8

Frisancho, Verónica. Spillover Effects of Financial Education: The Impact of School-Based Programs on Parents. Inter-American Development Bank, febbraio 2023. http://dx.doi.org/10.18235/0004736.

Testo completo
Abstract (sommario):
This paper studies whether school-based financial education has spillover effects from children to parents. Leveraging data from a large-scale experiment with public high schools in Peru and credit bureau records on the parents of the youth targeted, this study measures the impact of providing personal finance lessons during secondary school on parental financial behavior. Financial education lessons in the school yield limited average spillover effects, but lead to sizable effects on parental financial behavior within disadvantaged households. Among parents from poorer households, the treatment reduces default probability by 26%, increases credit scores by 5%, and increases current debt levels by 40%. The treatment has stronger effects among the parents of daughters, who experience a significant 6.7% increase in their credit score and a 28% reduction in their loan portfolio in arrears. Among the parents of boys, most of the spillover effects are muted.
Gli stili APA, Harvard, Vancouver, ISO e altri
9

Gaponenko, Artiom, e Vitaly Gaponenko. Site «Gaponenko Artiom Vasilievich – autobiography and results of scientific and pedagogical activity». Science and Innovation Center Publishing House, aprile 2021. http://dx.doi.org/10.12731/www.gaponenko.info.

Testo completo
Abstract (sommario):
The site of Artiom Vasilyevich Gaponenko (https://www.gaponenko.info/) is intended to give a holistic view of the personality and the results of the scientific and pedagogical activity of the author. The site contains an autobiography, a list of scientific and pedagogical works, a link to the developed educational system MLESYS (https://mlesys.ru/), as well as information about advanced training, professional retraining and participation of A.V. Gaponenko. in competitions. At the bottom of the site page there is a personal Science Index counter (RSCI), there is a link to the author's portfolio.
Gli stili APA, Harvard, Vancouver, ISO e altri
10

Ingvarson, Lawrence, e Hilary Hollingsworth. HALT Certification: Reducing the workload, increasing the rigour and cutting the cost. Australian Council for Educational Research, ottobre 2023. http://dx.doi.org/10.37517/978-1-74286-723-6.

Testo completo
Abstract (sommario):
In December 2022, federal, state and territory education ministers released a National Teacher Workforce Action Plan to improve teacher supply and retention in the profession. While recognising the important role that Highly Accomplished and Lead Teacher (HALT) certification could play, the plan also recognised that the current approach to certification was cumbersome for teachers and called for it to be ‘streamlined’. At the request of the education ministers, the Australian Institute for Teaching and School Leadership (AITSL) has produced a revised Framework for the Certification of HALT Teachers. Guided by the Framework, certifying authorities across state and territory school systems will be responsible for ‘less onerous, while being rigorous’ processes for assessing applications. This paper is based on a project called the Portfolio Project conducted by ACER between 2015 and 2018 to develop methods to reduce the application workload for teachers and assessors while increasing the validity and reliability of the certification process. These methods were trialed with positive results. Based on lessons learned during the Project, this paper suggests ways to strengthen the efficiency and credibility of the HALT certification process, while also making it a more satisfying and effective vehicle for teachers’ professional development.
Gli stili APA, Harvard, Vancouver, ISO e altri
Ti possono interessare anche gli elenchi estesi di opere sul tema "Portfolios in education":
Articoli di riviste Tesi Libri
Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!

Vai alla bibliografia