E-portfolio assessment in an online English language course

Baturay, Meltem Huri; Daloğlu, Ayşegül

doi:10.1080/09588221.2010.520671

Cited by 56 publications

(34 citation statements)

References 5 publications

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“…Students need to utilize the target language in a communicative and independent way because they communicate their ideas about the assignments in a way they design and organize on their own. This indicates that students can improve their use of language and master it as Baturay and Daloğlu (2010) have mentioned. The use of language in this way may change students' point of view about the language.…”

Section: Discussionmentioning

confidence: 66%

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Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Yastıbaş

Çepik

2015

Procedia - Social and Behavioral Sciences

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E-portfolios have been used in English language teaching (ELT) to assess and improve writing skills. They can also be used to assess and improve speaking skills. Though the attitudes of students toward the use of e-portfolios in speaking classes are known to be positive, teachers' attitudes toward this method is unknown. Therefore, this study aims to find out the attitudes and perceptions of teachers toward implementing the use of e-portfolios in speaking classes. As it is a small-scale qualitative study, semi-structured interviews were carried out with four listening and speaking teachers who use e-portfolios in their listening and speaking classes. The interviews were content analysed. The results indicated that teachers, like students have positive attitudes toward the implementation of e-portfolios in speaking classes, though there are some challenges to overcome.

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Section: Discussionmentioning

confidence: 66%

“…According to Baturay and Daloğlu (2010), the students in an online course think that e-portfolios are beneficial and enjoyable. Baturay and Daloğlu have mentioned that e-portfolios are indicators of learning gain because students can keep the track of their learning and get feedback about their work.…”

Section: Students' Attitudes Toward E-portfoliosmentioning

confidence: 99%

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Yastıbaş

Çepik

2015

Procedia - Social and Behavioral Sciences

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“…Hung ([11] cited by [4]) conclude an e-portfolio provides more advantages than a regular portfolio. The advantages sides of the e-portfolios are based on learning outcomes, digital environments, virtual identities, authentic audiences, reflective artifacts, integration, responsibility and longitudinal learning.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…Some of the advantages of the portfolio are questioning, self-assessment, transferring of information for students, Conscious of the responsibility for monitoring the student's cognitive development for teachers [4]. Also portfolio recognizes and encourages the autonomous and reflective learning, based in the real experience of the learner and connects theory and practice, allows a range of learning styles [18].…”

Section: Introductionmentioning

confidence: 99%

The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Orhan-Karsak¹

2016

ujer

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Exploring the effectiveness of facebook in the process of preparing portfolio, it will be significant to profit by teacher candidates' experiences on facebook and traditional environments. Therefore in this phenomenon study to fathom of the portfolio experiences on both environments is intended. In this regard the opinions of the volunteers who have continued portfolio studies every week, were taken from utilizing four semi-structured open-ended questions. In consequence they are in the pedagogical formation program, ten female and five male in both environments, in total thirty participants. Data were collected in writing in fifty minutes, analyzed via Nvivo 10, presented with mind maps. Participants think that facebook environment is compared to other social networks easy to reach, actual, the best known environment, gives opportunity to add various types of files, facilitates sharing independent of time and place and creating an archive, although they stated that the participants who use the environment for the first time in an instruction process, don't take responsibility and despite warnings. For traditional environment, they believe that develop a high level of consciousness of communication, sharing, task and responsibility. However they express the lack of opportunities to see sharings instantly and to make peer review between groups.

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“…The constructivist approach to teaching and learning puts the student at the center of the learning process and accordingly, advocates evaluation through performance assessment such as portfolio (Baturaya & Daloglu, 2010). Constructivists advocate portfolios as a more "effective" way to assess English language learners taking into account their linguistic and cultural differences (Duckworth, 2006).…”

Section: Portfolio Assessmentmentioning

confidence: 99%

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

Khalil¹

2017

Preprint

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Flipped teaching is a pedagogical model in which the roles of the instructor and the students in a flipped context are redefined. Within this unique pedagogical context, researchers suggest that, in order to maximize the learning process for students, assessment should follow a studentcentered approach (Talbert, 2015; Honeycutt & Garrett, 2014). Utilising assessment as a learning tool through layering and scaffolding in the flipped context engages students in the learning process, encourages continuous assessment of student learning, creates opportunities for implementing critical thinking, helps students gain a deeper understanding of concepts, allows formative feedback and eventually yields improved outcomes. This formative assessment approach of layering and scaffolding has been considered to "motivate students" (Spangler, 2015). Layered assessment in the flipped context also becomes a student-centered learning strategy, a means to informally gather feedback about students' learning and a tool to help instructors refine their teaching. This paper aims to fill the gap in the literature with regards to utilizing assessment for learning and evaluative purposes. It aims to share formative assessment strategies for flipped English language learning, share assessment types which worked in a flipped English language learning classroom, classroom assessment techniques to refine teaching, assessment tools, resources, share recommendations to challenges and propose solutions for effective assessment in a flipped English language learning setting.

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E-portfolio assessment in an online English language course

Cited by 56 publications

References 5 publications

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Assessment as a Learning Tool in a Flipped English Language Classroom in Higher Education

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