Browsing by Subject "Portfolio Assessment"

Now showing 1 - 3 of 3
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    How Developing Electronic Portfolios Impact Pre-Service Teachers’ Self Directedness And Computer Technology Skills
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2004) Huang, Y. Carole
    In order to have a better career opportunity or get a promotion, more people including both traditional and non-traditional students, enroll in colleges and universities. Even people with backgrounds outside of education are returning to school to become teachers. Thus, because of these diverse learners, teacher education programs cannot assess these future teachers’ abilities by simply looking at their academic performance (i.e., grades). Most teacher education programs use portfolios to assess preservice teachers’ performance. An E-portfolio can be used for assessment of students’ assignments and required artifacts. It allows preservice teachers to get feedback from their instructors and peers in a timely and efficient manner. Among other things, E-portfolios give users a sense of ownership, support collaboration and facilitate ongoing self-evaluation. This ability to change causes teachers to reflect more on their own work and thus engage in ongoing self-improvement. The purpose of this study is to discover the impact E-portfolio development has on self-directed learning (SDL) and computer technology skills (CTS). The research is framed by the concepts of self-directed learning theory and incidental learning as they occur in the use and development of E-portfolios.
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    Online Prior Learning Assessment (PLA) Collaborative Instrument For Content Experts, Faculty, And Nontraditional Students
    (Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education, 2003) Martin, William A.
    Current and future adult students in nontraditional degree programs have concerns about the future of Prior Learning Assessment (PLA) and the development of related policies and procedures within higher education. This paper documents my involvement in developing a PLA online course that was specifically geared toward the analyses of program development, organizational management, and leadership. The project included four universities in Illinois that collaboratively designed an online course that can be duplicated by other universities and organizations to provide students, faculty, and content experts with quality approaches to PLA and overall PLA program evaluation. The project also included starting a registry of PLA assessors that may be utilized by other PLA providers.
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    Using Electronic Portfolios to Measure Student Gains from Mentored Research
    (Council on Undergraduate Research, 2009-03) Wilson, Kathryn; Crowe, Mary; Singh, Jacqueline; Stamatoplos, Anthony; Rubens, Elizabeth; Gosney, John; Dimaculangan, Dwight; Levy, Foster; Zrull, Mark; Pyles, Rebecca
    This article reports on the development and implementation of the National Science Foundation (NSF) Electronic Portfolio (ePortfolio) Project. The goal of the NSF ePortfolio Project was to develop an objective, evidence-based approach to measuring student learning as the result participating in a mentored research experience. The project developed an undergraduate research assessment instrument, the NSF Electronic Rubric, to examine student research products before and after a research experience. That tool is embedded in a learning portfolio, which was constructed to gather evidence of student skills as measured against a set of learning outcomes. The article discusses the rationale for the ePortfolio project and development of the rubric and evaluation tool.