The use of electronic portfolios (EPs) as a means of authentic
assessment is increasingly popular in teacher education programs.
Portfolio assessment allows teacher candidates to select and
reflect on artifacts that demonstrate teaching competencies. When
students add multimedia artifacts and reflections to portfolios,
they present a much richer picture of their abilities than possible
in traditional assessments. This study investigates the students'
learning experiences in developing and designing their EPs. The
findings show that creating EPs helps students develop
technology-related knowledge and skills as well as critical
thinking and problem-solving skills. The findings also indicate
that creating EPs is a meaningful task providing opportunities for
synthesis in the master's program. The process of developing EPs
involves metacognition and self-evaluation because students reflect
on their strengths and weaknesses to set their future learning
goals. In addition, the findings demonstrate that students become
active, independent, and motivated learners in developing EPs.
Students reported that they learned valuable insights from creating
EPs.
General
Imprint: |
VDM Verlag
|
Country of origin: |
Germany |
Release date: |
July 2009 |
First published: |
July 2009 |
Authors: |
Shuyan Wang
|
Dimensions: |
229 x 152 x 9mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
160 |
ISBN-13: |
978-3-639-17316-1 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-639-17316-3 |
Barcode: |
9783639173161 |
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