How to Manage Portfolio and Use It as the Best Tool for Formative Assessment

Akhvlediani, Leila; Abiatari, Ivane; Dilaverova, Tamila; Mazmishvili, Nana

doi:10.21125/iceri.2020.0242

Cited by 1 publication

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“…As such, the e-Portfolio is a productive tool that enables users to gradually assess, continuously give feedback, point out weaknesses that need to be developed, and constantly observe the efficacy of tuition (Akhuledian et al, 2020;Mokone & Setlalentoa, 2023). It is, therefore, a holistic approach to recording achievements while assessing students formatively or in line with professional standards (Spector et al, 2016) "An e-Portfolio is both an organized way of collecting personal data and a holistic learning process where the learner can follow a structured path for selecting, creating, evaluating and reflecting upon achievement and skills for academic, professional and social purpose" (Alexion & Paraskeva, 2020, p.122).…”

Section: Literature Reviewmentioning

confidence: 99%

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Majola

2023

JCSR

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E-Portfolios of on-line scholars are integral to instructional planning and the design of authentic, engaging, and active tutoring for periodic self/peer-and-instructor formative assessments. In addition, the formative assessment in open distance and e-learning (ODeL) is meant to provide and facilitate contact, support, and structure to the learning experiences of students who are often unfamiliar and alienated by the distance learning experience. Previous research has focused on formative assessment strategies, results, and feedback in distance learning, but little has been studied on how to design suitable formative assessment activities in this format. This article, therefore, presents findings of how lecturers can the design a formative assessment for e-portfolio activities for online learning. Ten lecturer participants were purposively sampled from three colleges within the ODeL university. These semi-structured interviews, together with an e-portfolio checklist formed the basis for the interpretative analysis of how formative assessment activities are designed for the e-portfolios. The lecturers are guided by the student’s learning outcomes and use sequential activities for students to do via the e-portfolio. This, therefore, involves the lecturer’s consideration of graded and non-graded formative assessment activities of individual and group work e-portfolios to provide evidence and make judgments about each student’s progress. This study’s findings emphasize the importance of designing formative assessment activities to help students learn the content and develop their understanding which further deepens their knowledge and acquisition of the module outcomes. The research shows that the benefits of optimal student engagement, performance, and learning are the result of the creative design of formative assessment activities.

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Section: Literature Reviewmentioning

confidence: 99%

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Majola

2023

JCSR

View full text Add to dashboard Cite

show abstract

How to Manage Portfolio and Use It as the Best Tool for Formative Assessment

Cited by 1 publication

References 0 publications

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

Thinking ‘out of the box’ When Designing Formative Assessment Activities for the E-Portfolio

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