Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

ePortfolio 2009 London


Published on

Presentation: "Process and product assessment with e-portfolios in the first academic year at the university of teacher education", Andrea Christen, Martin Hofmann, University of teacher education, St.Gallen, Switzerland.

Published in: Education
  • Be the first to comment

ePortfolio 2009 London

  1. 1. <ul><li>Process and Product assessment with E-Portfolios in the first academic year at the university of teacher education, Rorschach (Switzerland), 2007/08 </li></ul>
  2. 2. 1. Theoretical background: E-Assessment <ul><li>Nothing new…. </li></ul><ul><li>summative and formative assessment methods (Reinmann-Rothmeier & Mandl, 2001; Barret, 2008; Seufert, 2007) </li></ul><ul><li>high-flying aims combined with E-Portfolios and their assessment at colleges often ignore learners needs (Ayla, 2006 ) </li></ul><ul><li>However, E-Portfolios open up multifacited insights into the learning process of students </li></ul><ul><li>This situation requiers a change in assessment methods, tending towards techniques of assessing teachers on the basis of narratives or microcontents (Rhim, 2006, Barrett, 2008,) </li></ul>
  3. 3. 2. E-Portfolio at the high school of teacher education (St.Gallen, Switzerland) <ul><li>level IV - last semester </li></ul><ul><li>professional skills </li></ul><ul><li>relation to profession </li></ul><ul><li>level III - last semesters </li></ul><ul><li>empirical research </li></ul><ul><li>special field of study </li></ul><ul><li>level II - all semesters </li></ul><ul><li>Mathematics, Languages, Arts, Music, Natural Sciences, Humanities, Educational Sciences </li></ul><ul><li>project orientated activities </li></ul><ul><li>level I - start phase of studies </li></ul><ul><li>reflection about future profession </li></ul><ul><li>Professional and Study Skills </li></ul>
  4. 4. 3. Course of the study Week /year number of postings instruction Feedback to students 40/07 start semester 07 Technical instruction: 2h 42-51/07 process group: 1 post/week (10 posts) product group: 15 posts until week12/08 Technical support on individual demand W42-44 process group: feedback about weekly indiviual points (twice: week 46/50) Product group: no feedback 01-08/08 semesterbreak 01-08/08 08-12/08 Process group: 1 post/week (5 posts) Product group: 15 posts until week12/08 process group: no feedback product group: no feedback 15/08 15/08 feedback to both groups: passed/failed
  5. 5. 4. E-Portfolio contents
  6. 6. the teaching profession teaching standards (Swiss teaching union) standards of the govern-ment my learning cognitive skills meta -cognitive skills resource management my motivation qualifications for teaching teachers of tomorrow personal and social skills contact presentation cooperation argumentation reliability management sensitivity emotional competence our learning-group group processes assertive behavior contact care sympathy care
  7. 7. <ul><li>Professional skills: presentations </li></ul><ul><li>These are the cards, I used for my presentation. </li></ul><ul><li>My teacher told me that I should try to keep in </li></ul><ul><li>eye-contact with the public. </li></ul><ul><li>I can learn from this that the public is more </li></ul><ul><li>important than my PowerPoint presentation. </li></ul><ul><li>I think I can use this knoweldge when I have </li></ul><ul><li>to present the organisation of our ski-camp </li></ul><ul><li>to the parents. </li></ul>
  8. 8. <ul><li>The teaching profession: </li></ul><ul><li>Teacher‘s standards </li></ul><ul><li>(Swiss teaching union) </li></ul><ul><li>For most of these rules, we agreed . </li></ul><ul><li>That‘s clear! </li></ul><ul><li>However, I think, one has to discuss and to </li></ul><ul><li>think about teacher‘s ethics and one has to know </li></ul><ul><li>where to seek them. </li></ul>
  9. 9. 5. Sample
  10. 10. 6. Instruments <ul><li>1. Questionnaire </li></ul><ul><li>t 1 : week 40/07 </li></ul><ul><li>t 2 : week 08/08 </li></ul><ul><li>E-Portfolio-Blog </li></ul><ul><li>(1 Posting= 30 points, </li></ul><ul><li>1.5 ECTS=70% of the total points; 315/450) </li></ul>
  11. 11. <ul><li>3. Feedback-sheets to students ( criteria: Challis, 2005, adapted ) </li></ul>
  12. 12. 7. Results: students evaluation
  13. 16. “ The students in the next new semester should utilize an e-portfolio because:” <ul><li>  they will acquire new PC skills as well (13.1%) </li></ul><ul><li>they will then already know Mahara and can possibly later use the system with their students (17.7%) </li></ul><ul><li>the composition of postings supports the consolidation of BSK content (68.5%) </li></ul><ul><li>the composition of postings in some ways makes it enjoyable (4.6%) </li></ul><ul><li>the composition of postings necessitates the processing of weekly content (65.4%) </li></ul><ul><li>one can also read the blogs of others (43.1%) </li></ul><ul><li>one learns something easily by doing it (20%) </li></ul><ul><li>the feedback from lecturers brings something to it (30.8%) </li></ul><ul><li>it is a good method of assessment (43.1%) </li></ul>
  14. 17. 8. Results: workload approach of assessing professors <ul><li>12 E-Portfolios/ assessment end of semester : Ø20h </li></ul><ul><li>12 E-Portfolios/ weekly assessment: Ø28h (Ø22 h without outlier) </li></ul>
  15. 18. 9. Discussion <ul><li>Weekly assessment maps: </li></ul><ul><li>More positive attitude towards the E-Portfolio </li></ul><ul><li>Higher appraisel for the relevance and use of an E-Portfolio </li></ul><ul><li>Higher motivation </li></ul><ul><li>Clear preference of the weekly assessment method </li></ul><ul><li>No significant differences between assessment methods concerning the workload of the professors </li></ul><ul><li>Independent of assessment method: </li></ul><ul><li>6. Interest, strain </li></ul><ul><li>7. Learning progress </li></ul><ul><li>8. Increments of learning contents </li></ul><ul><li>Perspective: </li></ul><ul><li>9. Weekly assessed posts by open feedback function </li></ul><ul><li>10. Distinction of training-, monitoring- and assessing function (Dorninger & Schrack, 2008) </li></ul>
  16. 19. 10. E-Portfolios: Guided Tour London 09 1 2
  17. 20. 11. Mahara
  18. 21. 12. More information