The importance of using electronic portfolios in teachers work

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Arlinda Beka ◽  
Drilon Gllareva
Keyword(s):  
Electronic Portfolios

The Process Of Adopting Electronic Portfolios In Schools Of Education

2008 ◽  
Vol 4 (4) ◽  
pp. 62-74
Author(s):  
Linda Mensing Triplett ◽  
◽  
Diane Judd ◽  
Davina Pruitt-mentle ◽  
Arlene Bothwick ◽  
...  
Keyword(s):  
Electronic Portfolios ◽  
Schools Of Education

scholarly journals The reality of assessing ‘authentic’ electronic portfolios: Can electronic portfolios serve as a form of standardized assessment to measure literacy and self-regulated learning at the elementary level? / L’évaluation d’e-portfolio «authentiques»

2013 ◽  
Vol 39 (4) ◽  
Author(s):  
Eva Mary Bures ◽  
Alexandra Barclay ◽  
Philip C Abrami ◽  
Elizabeth J Meyer
Keyword(s):  
Learning Strategies ◽  
Electronic Portfolios ◽  
Assessment Tools ◽  
First Year ◽  
Cohen’S Kappa ◽  
Self Regulated Learning ◽  
Cohen's Kappa ◽  
Regulated Learning ◽  
The Government ◽  
Literacy Scores

This study explores electronic portfolios and their potential to assess student literacy and self-regulated learning in elementary-aged children. Assessment tools were developed and include a holistic rubric that assigns a mark from 1 to 5 to self-regulated learning (SRL) and a mark to literacy, and an analytical rubric measuring multiple sub-scales of SRL and literacy. Participants in grades 4, 5 and 6 across two years created electronic portfolios, with n=369 volunteers. Some classes were excluded from statistical analyses in the first year due to low implementation and some individuals were excluded in both years, leaving n=251 included in analyses. All portfolios were coded by two coders, and the inter-rater reliability explored. During the first year Cohen’s kappa ranged from 0.70 to 0.79 for literacy and SRL overall, but some sub-scales were unacceptably weak. The second year showed improvement in Cohen’s kappa overall and especially for the sub-scales, reflecting improved implementation of the portfolios and use of the assessment tools. Validity was explored by comparing the relationship of portfolio scores to other measures, including the government scores on the open-response literacy questions for the Canadian Achievement Tests (version 4), the scores we assigned to the CAT-4s using our assessment tools, and scores on the Student Learning Strategies Questionnaire (SLSQ) measuring SRL. The portfolio literacy scores correlated (p

scholarly journals Teaching With Electronic Portfolios to Develop 21st Century Literacies

2013 ◽  
Vol 6 (2) ◽  
pp. 265-282
Author(s):  
Elizabeth J. Meyer ◽  
Anne Wade ◽  
Philip C. Abrami
Keyword(s):  
21St Century ◽  
Electronic Portfolio ◽  
Electronic Portfolios ◽  
Student Work ◽  
21St Century Literacies

This article introduces an electronic portfolio, ePEARL, and how it has been used in classrooms to promote 21st century literacies. Using NCTE’s 21st Century Literacies framework, the authors provide examples of student work and classroom assignments to demonstrate how an electronic portfolio can support teachers integrating this framework and developing these skills in pedagogically meaningful ways.

Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios

2019 ◽  
pp. 181-208 ◽  
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Digital Literacy ◽  
Electronic Portfolios ◽  
Successful Implementation ◽  
Theoretical Perspectives ◽  
Portfolio Development ◽  
Key Issues ◽  
21St Century Learners ◽  
Effective Use

This chapter focuses on how innovative use of electronic portfolios (e-portfolios) can contribute towards meeting the needs of 21st century learners by promoting competence-based learning and assessment. The author explores various strategies and functionalities of e-portfolio application in higher education. Further, fundamental issues that relate to successful implementation of student academic e-portfolios are examined. Specifically, the relevance of congruent theoretical perspectives and teacher's involvement in the process of e-portfolio development are articulated among other key issues. Based on the emergent perspectives elucidated through this chapter, best practices to inform innovative and effective uses of e-portfolios are identified. The chapter illuminates how the effective use of e-portfolio can promote meaningful learning experiences and development of core competences including interactive collaboration, creativity, critical thinking, digital literacy, problem solving and self-efficacy.

Usage of Electronic Portfolios for Assessment

2009 ◽  
pp. 702-719 ◽  
Author(s):  
Yasemin Gulbahar
Keyword(s):  
Learning Process ◽  
Assessment Method ◽  
Electronic Portfolios ◽  
Assessment Criteria ◽  
Constructivist Approach ◽  
The World ◽  
End Products ◽  
Teaching Learning ◽  
K 12

This chapter introduces the use of electronic portfolios (e-portfolios) as an assessment method in the K-12 classroom. Aligned with the constructivist approach, the term e-portfolio is considered to be an umbrella, actually comprising of various components reflecting both the teaching-learning process and the end products. Having many advantages, the use of e-portfolios is spreading all over the world. This chapter, in which issues such as conceptual underpinnings, possible advantages and challenges, implementation ideas, and content and assessment criteria for e-portfolios are also reviewed, concludes with suggestions for teachers who are interested in implementing e-portfolios into their own subject fields.

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