Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development

Beck, Robert J.; Livne, Nava L.; Bear, Sharon L.

doi:10.1080/02619760500268733

Cited by 58 publications

(48 citation statements)

References 3 publications

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“…At this juncture, there are two reasons why e-Portfolio has been chosen as the subject for this research. The first reason is influenced by the potentials of constructive approach to education which emphasizes learning by experience (Beck, Livne, & Bear, 2005;Klenowski, Askew, & Carnell, 2006;Lynch & Purnawarman, 2004). The second aspect is the prospect that computer technology holds in education to support the facilitators and learners (Meeus, Questier, & Derks, 2006).…”

Section: Introductionmentioning

confidence: 99%

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Mohamad¹,

Embi²,

Nordin³

2016

ASS

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The present articles introduce the e-Portfolio as a storage, workspace and showcase to support teaching and learning in higher education institutions (HEIs). Thus, the mix-method approach was implemented on determining important elements of e-Portfolio as a storage, workspace and showcase for a social sciences and humanities context. This study implemented thematic analysis and Fuzzy Delphi Method to obtain the result. Therefore, 25 experts in instructional technology was participated in the process of the making a decision. As resulted, this study highlighted the fundamental of e-Portfolio consists; workspace, storage and showcase. Eventually, the instructional designer will understand and strategies on how to develop an effective e-Portfolio as learning support tool to enhance the learning experience between facilitator and learner.

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Section: Introductionmentioning

confidence: 99%

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Mohamad¹,

Embi²,

Nordin³

2016

ASS

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“…A discussion of this research follows. Beck, Livne and Bear (2005) compared pre-service and beginning teachers' self-ratings of their professional development in summative and formative portfolios. Both types of portfolios required teachers to assess their achievement of teaching standards including reflective skill, understanding of assessment, backwards planning, analyzing student work and teacher peer collaboration.…”

Section: Portfolios As a Reflective Toolmentioning

confidence: 99%

Self-Assessment of Professional Growth Through Reflective Portfolios

Nickel

2013

phro

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This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.Cette étude vise à trouver comment les futurs enseignants développent la capacité de réflexion par l’auto-évaluation sur leurs portfolios. Bien que le but était d’aider les enseignants en première année de formation à évaluer leurs progrès vers la réalisation des compétences provinciales, plusieurs d’entre eux ont attiré l’attention des chercheurs sur les liens entre leurs artéfacts universitaires et leurs profils personnels. Ce développement a conduit les chercheurs à affiner la finalité du portfolio pour soutenir l’émergence d’une identité professionnelle et au développement des structures pour soutenir cette forme de connaissance de soi

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“…So far, some researchers such (Lynch & Purnawarman, 2004: Beck et al, 2005Klenowski et al, 2007), have found 2 factors that show the importance of e-portfolio elements could become a support tool for teaching and learning. The factors describes, as: 1) It enhances learning through a domain of learning and 2) The alignment of academic course outcome with a specific standard of teaching, learning and assessment.…”

Section: Introductionmentioning

confidence: 99%

Determining e-Portfolio Elements in Learning Process Using Fuzzy Delphi Analysis

Mohamad¹,

Embi²,

Nordin³

2015

IES

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The present article introduces the Fuzzy Delphi method results obtained in the study on determining e-Portfolio elements in learning process for art and design context. This method bases on qualified experts that assure the validity of the collected information. In particular, the confirmation of elements is based on experts' opinion and consensus. The consensus survey constructed based on the emergent themes the experts raised from the conducted interview. For this purpose about 23 experts in instructional technology involved in the interview and responses the survey. As resulted, the Fuzzy Delphi will interpret the decision making made by experts based on priority as a guideline to the best practices and mechanism of implementing e-Portfolio as methodological tool.

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Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development

Cited by 58 publications

References 3 publications

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Designing an E-Portfolio as a Storage, Workspace and Showcase for Social Sciences and Humanities in Higher Education Institutions (HEIs)

Self-Assessment of Professional Growth Through Reflective Portfolios

Determining e-Portfolio Elements in Learning Process Using Fuzzy Delphi Analysis

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