Sloan c et4_o_2012_study for improving student reflections electronic portfolios david denton
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Sloan c et4_o_2012_study for improving student reflections electronic portfolios david denton

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Presentation sharing results of study for improving student reflections in electronic portfolios.

Presentation sharing results of study for improving student reflections in electronic portfolios.
SLOAN-C ET4Online 2012
by Dr. David W. Denton

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Sloan c et4_o_2012_study for improving student reflections electronic portfolios david denton Sloan c et4_o_2012_study for improving student reflections electronic portfolios david denton Presentation Transcript

  • Improving Student Reflections inElectronic Portfolio Environments Evidence-based Learning, Writing Instruction, Reflection Dr. David Denton
  • Concept Map Overview
  • Study
  • QuestionsWhat instructional practices improve students’electronic portfolio entries? Does metadata (tags and categories) predict performance?
  • Writing
  • Writing“writing ability is a source of construct-irrelevantvariance” (Mislevy et la., 2004)
  • bPortfolio
  • Evidence-Based Learning• Artifacts• Program Standards
  • Example
  • Method• Context and Participants – Convenience Sample – 11 Undergraduates • Mostly females
  • Method• Repeated measures – Three portfolio entries First Entry Second Entry Third Entry 8 months 1 week before before During intervention intervention intervention
  • Method• Measure: – Writing Quality Rubric • Adapted from AACU VALUE rubrics • .82 inter-rater reliability
  • t-test First Entry Second Entry Third Entry 8 months 1 week During before beforeintervention intervention intervention 5
  • Method
  • MethodNumber of TagCloud Terms Writing Quality Score
  • Results• Statistically significant improvement M = 0.55 M = 2.36 M = 5.82 t(10) = 4.99, p < .001, d = 3.16, 95% CI = 1.91 to 5.00
  • t-test First Entry Second Entry Third Entry 8 months 1 week During before beforeintervention intervention intervention 5
  • Results• Statistically significant correlation between – Tag cloud terms –writing quality – Total portfolio entries – writing quality
  • Discussion• Intervention improved writing quality on third entry• Use of metadata to predict general writing quality
  • 1 Intervention• Explicit directions on content and format – Prompt – Instructions
  • 2 Intervention• Communication of Assessment Criteria – Rubric
  • 3 Intervention• Evaluating evidence – Questions
  • 4 Intervention• Instructor and peer feedback – Strengths and weaknesses • Submitted to instructor • Read aloud to peer
  • 5 Intervention• Revising – Initial submission • Instructor feedback • Peer feedback – Final submission
  • ReferencesYao, Y., Aldrich, J., Foster, K., & Pecina, U. (2009). Preservice teachers’ perceptions of an electronic portfolio as a tool for reflection and teacher certification. Journal of Educational Research & Policy Studies, 9, 25-43.Yao, Y., Thomas, M., Nickens, N., Downing, J., Burkett, R. S., & Lamson, S. (2008). Validity evidence of an electronic portfolio for preservice teachers. Educational Measurement: Issues and Practice, 27, 10-24.Mislevy, R. J., Almond, R. G., Lukas, & J. F. (2004). A brief introduction to evidence-centered design. CSE Report 632. U.S. Department of Education. Los Angeles, CA: National Center for Research on EvaluationAyan, D., & Seferoglu, G. (2011). Using electronic portfolios to promote reflective thinking in language teacher education. Educational Studies, 37(5), 513-521.