"As a Student, I Do Think that the Learning Effectiveness of Electronic Portfolios Depends, to Quite a Large Extent, on the Attitude of Students!"

Autor/in	Mok, Jane
Titel	"As a Student, I Do Think that the Learning Effectiveness of Electronic Portfolios Depends, to Quite a Large Extent, on the Attitude of Students!"
Quelle	In: Electronic Journal of e-Learning, 10 (2012) 4, S.407-416 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Portfolios (Background Materials); Lifelong Learning; Teaching Methods; Portfolio Assessment; Foreign Countries; Feedback (Response); Electronic Equipment; Student Teachers; Student Attitudes; Likert Scales; Questionnaires; Electronic Publishing; Educational Technology; Reflection; Professional Development; Teacher Education; Higher Education; Outcomes of Education; Literacy; Technology Uses in Education; Case Studies; Pedagogical Content Knowledge; Hong Kong + Suchen Sie Ihr Suchwort? Life-long learning; Lebenslanges Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Portfoliobeurteilung; Ausland; Elektronisches Gerät; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Likert-Skala; Fragebogen; Elektronisches Publizieren; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Pädagogische Kompetenz; Hongkong
Abstract	Lynch and Purnawarman (2004:50) point out that "a solid electronic portfolio can show reflection, evolution of thought and overall professional development". Research shows that electronic portfolio assessment, if implemented thoughtfully, can successfully engage learners in critical thinking and problem solving, promote lifelong education, encourage self evaluation and allow learners to have a higher degree of control over the learning process (Pierson and Kumari, 2000; Mason, Pegler, and Weller, 2004). Given the value of electronic portfolios, there has been growing interest in using electronic portfolio assessment to support teacher education (Lynch and Purnawarman, 2004). In this paper, we discuss on-going efforts at the University of Hong Kong to design assessment tasks for a language awareness course entitled "Pedagogical Content Knowledge". The final-year student teachers taking the course are required to compile an electronic portfolio based on their reflections on the relevance and applicability of the issues relating to dealing with the content of learning in pedagogical practice discussed in the course. This paper sets out to describe and analyze issues relating to the design and implementation of the assessment, focusing specifically on the challenges that the research team faces. In our paper, we draw on a range of data, including student teachers' feedback on the assessment and in-depth reflections of two student teachers after the assessment to critically evaluate the extent to which the assessment has achieved the intended learning outcomes. The reflective study shows that apart from technical support, methodological and psychological preparation designed to help students to take on a more active role in the learning and assessment process are also needed to help students to perform effectively in the computer-supported assessment. Implications are drawn for those who plan to conduct electronic portfolio assessment in higher education. (Contains 1 table.) (As Provided).
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Update	2017/4/10