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.
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
Educators as designers of learning analytics?Elizabeth Koh
Educators as designers of learning analytics? Keynote slides at 8th N3 ICT Symposium 24th July 2018 by Elizabeth Koh
Please note that some slides are revised for public sharing.
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
a brief description of basics of rubrics which can be used in evaluation of performance and skills. required elaboration. Its useful to understand the concept of rubrics.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
Learning analytics dashboard are tools developed to support awareness and reflection and aid learners in their learning process. However, we know little about how students make sense of the information presented on learner dashboards and what influences this process or its outcomes. In this research, we investigated whether learner goals and learners’ self-regulated learning skills have an effect on what dashboard design elements students find relevant for interpreting dashboards and deciding on next steps. We followed a two-step research design with an initial qualitative pre-study to gain initial insights into the research topic, followed by an extensive quantitative study with 179 university students at a Dutch university of applied sciences. We uncovered two underlying constructs for sense-making: transparency of design and support for action. Statistical analyses showed that self-regulated learning skills are predictors for how relevant students find these two constructs, but assigned learner goals, i.e., mastering a topic (being effective) or mastering a course (being efficient), did not have any significant effect on the perceived relevance of dashboard elements. With these findings, we can design more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
OECD Reviews of Evaluation and Assessment in Education: SWEDEN - Stockholm – ...EduSkills OECD
Deborah Nusche
Policy Analyst
Education and Training Policy Division
OECD Directorate for Education
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Evaluation of the Use of VoiceThread for AssessmentWendy Taleo
Although multimodality is increasingly used in teaching, learning and assessment, there is little
in the literature that speaks to how VoiceThread (VT) is used for assessment purposes in higher
education. This study contributes to this knowledge by evaluating how VT was used for
assessment purposes at one Australian university and exploring how lecturers and students
experience the use of VT in assessment tasks. Data were collected through interviews with
lecturers, surveys and a focus group with students and review of the use of the VT tool itself.
A five-part VT assessment process was identified and support structures for staff and students
were mapped. The study found that despite the multimedia capability of VT, text only slides
and text with visual slides were the most common design of student created media, while text,
audio and video commenting were used across the six units in the study. Lecturers primarily
used audio comments and grades in the feedback process. While assessment submission was
not always straight forward, and students required extra support with this unfamiliar tool, the
opportunity to engage in multimodal assessment tasks was received positively by students and
staff as an opportunity to enhance the diversity of assessment and feedback.
Taleo, W., Reedy, A., & Isaias, P. (2019). Evaluation of the Use of VoiceThread for Assessments. Paper presented at the 36th International Conference on Innovation, Practice and Research in the use of Educational Technologies in Tertiary Education, Singapore University of Social Sciences.
Offering adaptive support for self-regulated learning with learning analytics...Ioana Jivet
Self-regulated learning is a crucial skill that learners need in order to be successful in an online learning environment. However, existing platforms oer little support for the development of such skills. Learning dashboards are learning analytics tools built with the purpose of making learners aware of their learning performance and behaviour and triggering self-reflection, yet most of the existing dashboards follow a "one size fits all" philosophy disregarding individual differences between learners. Throughout this PhD project, we aim to research and develop learning dashboard designs that cater to the individual needs of learners in their SRL skill development while closing the gap between learning analytics and learning sciences.
a brief description of basics of rubrics which can be used in evaluation of performance and skills. required elaboration. Its useful to understand the concept of rubrics.
Self-regulated learning skills matter in dashboard sense-makingIoana Jivet
Learning analytics dashboard are tools developed to support awareness and reflection and aid learners in their learning process. However, we know little about how students make sense of the information presented on learner dashboards and what influences this process or its outcomes. In this research, we investigated whether learner goals and learners’ self-regulated learning skills have an effect on what dashboard design elements students find relevant for interpreting dashboards and deciding on next steps. We followed a two-step research design with an initial qualitative pre-study to gain initial insights into the research topic, followed by an extensive quantitative study with 179 university students at a Dutch university of applied sciences. We uncovered two underlying constructs for sense-making: transparency of design and support for action. Statistical analyses showed that self-regulated learning skills are predictors for how relevant students find these two constructs, but assigned learner goals, i.e., mastering a topic (being effective) or mastering a course (being efficient), did not have any significant effect on the perceived relevance of dashboard elements. With these findings, we can design more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
Learning analytics and the learning and teaching journey | Prof Deborah West ...Blackboard APAC
Much work has been done across the sector in relation to learning analytics including the implementation of Analytics for Learn as well as Pyramid and SQL reporting. This work has provided us with data around learning and teaching interactions at various levels and in different contexts. From this data reports are generated that can be used in a variety of ways including to address issues of retention, assist with student success, support teaching practice and facilitate curriculum improvement . However, many academics are not quite sure of what is available, what it can be used for or the timing around usage. This can present a range of challenges including the under-utilisation of reports that are available, inappropriate use of reports or a sense that reports are not very useful. One way that we are tackling these challenges at Charles Darwin University it to conceptualise the reports within the framework of the learning and teaching journey. This includes a variety of perspectives from the student journey to the curriculum lifecycle. This also provides the opportunity to consider the relevance of reports to different learning and teaching contexts and approaches. This session will present our framework highlighting recommended time frames and applications for various reports as well as drawing attention to both the benefits and limitations of the approach.
ESL learner independence using 21st Century skills_ESL Pedagogy Research Proj...Francine Harvey
ESl Pedagogy Research Project 2011. Beverly HIlls Intensive English Centre. Francine Harvey, Michael Harmey and Lisa Lum. Funding by Multicultural Project Unit.
Newly arrived ESL students on transition to mainstream high school move from a commonly strongly supported learning environment to a commonly independent learning environment. This study explores ways to give high challenge and high support (through rich assessment tasks and wiki scaffolding) to equip students with the language of self and peer assessment for the purpose of developing learner independence in preparation for high school.
Also to develop students awareness of high school expectations regarding assessments and marking criteria.
Artworks by Chris Lawrie
Game-Based-Learning: Use of digital scavenger hunts in the classroom, Martin Hofmann, University of Teacher Education St.Gallen, Switzerland
In a scavenger hunt (treasure hunt) the participants follow instructions that are designed in the field and show the way to a defined checkpoint. The digital scavenger hunt takes up this idea as well as the fun of the search and develops both by using advanced technologies. Participants can login with smartphones or tablets into the game and then embark on to the adventurous quest. Now the objects are visible on the screen when reaching the predefined locations. At each checkpoint one has to solve either a question in form of a text, a multiple choice question, a picture or a QR task. This will challenge the teams, tests the knowledge and identifies gaps. The digital scavenger hunt combines moved learning, discovery-based learning, game-based learning, social learning and mobile learning. Digital scavenger hunts are ideal for teaching at all school levels.
This presentation examines inter-rater reliability of the HSP portfolio rubric in addition to student and faculty experiences with the Capstone course.
Presentation at the 16. ecoMEDIA-europe Thematic Conference & Training Course
„Education under the sign of digitalisation“, 25th-29th September 2023, Varpalota, Veszprém-Balaton, Hungary.
Medien- und Informationskompetenz gelten heute als Schlüsselfaktor gesellschaftlicher Partizipation. Denn, wer nicht über das notwendige Wissen im Umgang mit digitalen Medien verfügt, wird in unserer Gesellschaft Mühe haben, den Alltag zu bewältigen. In diesem Modul werden die Begrifflichkeiten eingeführt, Ansätze zur Vermittlung von Medien- und Informationskompetenz aufgegriffen und vertieft.
Since a few weeks, I have an RFID / NFC implant in my left hand. In this presentation, I report on my fears and motivation to make a body upgrade in the form of a microchip implant. I also report on current and future application scenarios of RFID / NFC implants. Together, we will discuss how human uprgrading could look particularly for education.
Wearable Technology bezeichnet elektronische Geräte, die von ihren Nutzern getragen bzw. angezogen werden können, in Form von Accessoires wie Uhren, Schmuck, Brille oder gar Kleidungsstücken. Im Bildungsbereich beginnt man gerade erst mit Wearables zu experimentieren, diese zu entwickeln und einzusetzen, wobei die potenziellen Anwendungsmöglichkeiten bedeutend und vielfältig sind. Das Referat zeigt auf, welche Wearables in Zukunft eine Relevanz für das Lehren und Lernen haben werden.
Die Pädagogische Hochschule St.Gallen erforscht in einem Innovationsprojekt didaktische Einsatzszenarien von digitalen Schnitzeljagden für den Unterricht auf der Volksschulstufe. Weitere Infos unter: http://www.iim.phsg.ch/projekte/digitale-schnitzeljagd/
Welche neuen Spickmethoden werden aufgrund elektronischer Gadgets möglich? Wie erkenne ich „modernes Spicken“ und was ist dagegen zu tun? Wie kann ich Aufgabenstellungen / die Prüfungskonzeption verändern, damit „modernes Spicken“ wirkungslos wird?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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
In this session we will report on the results of an empircal study with a focus on process and product assessment of e-Portfolios in the first academic year at the university of teacher education in Rorschach. The participating students of this study have completed their first year of study . Our College is situated in an monastery, built in 1487.
Associated with e-assessment, we examined formative and summative assessment methods. Summative assessment methods are related to a more cognitive comprehension of learning, which can be made precisely within one core point: What has been learnt by the student at a certain point in time? This assessing method collects results,preferably, at one point in time in the form of multiple choice tasks or short answer essays, for instance. Formative assessment methods in contrast are mostly related to a more constructive comprehension of learning, which can be determined within two core points: First: what are learners‘ needs ? And Second: how can learners‘ be supported by tracking their learning goals? This assessment method demands open evaluation over different points of time. 2. The well-known critc, Ayla, concentrates on the inherent weaknessesof formative assessment methods at colleges: high-flying aims combined with e-Portfolios and their assessment often ignore learners‘ needs. 300 students: nur 5% Miteinbezug der Studierenden bei der Festlegung der Inhalte: Our sittuation is not free as well: Our students do not have total freedom to choose the contents of the e-Portfolio. They are restricted by the 5 learning subjects discipline areas or subject areas is better here) What about the 5% of the participants above out of 300 hundred? Winter (2006): contradiction in awarding ECTS points could be solved through oral e-portfolio tests
The students made15 postings on an E-Portfolio Blog over an investigation period of 21 weeks.
The content of curriculum at our college contain, besides mathematics, languages, arts, social sciences and sports a discipline called: professional skills. This discipline lasts over three years. It contains these five topics in the first study year : the teaching profession, my learning, my motivation, personal and social skills, our learning group At the end of the year, students complete an assessement which verifies these praciticed skills. If students pass, they can continue their studies, if they fail, they have to leave the school or to repeat the first year. ( More precise: (nur, falls zeitlich möglich): exams in all subjects, exam in practical classes, assessment, exam in learning group)
Here, some contents of the five topics can bee seen. For instance: Within The learning field the teaching profession, the students have to read and to discuss the standards of the swiss teaching union. Do these standards refer to their Vorstellung of the profession? Within the personal and social skills topic, students have to work in different learning tasks together, where for instance the skill to contact other persons is trained. Or, within the learning topic „our learning group“, we train by video training some central skills of the profession: these are: assertive behavior, contact care and sympathy care.
Here , you can read, what a student worte in her E-Portfolio about the personal-skill training how to presentate.
Or, here, you can see the comment of the student to the standards of the swiss teachers union.
We started the work with e-portfolios in 2005 with 24 students and 2 professors at the first level of the beginning phase of the studies. These contained reflections about the just presented topics. We continued in 2006/07 with 53 students and 4 professors. : Since 2007/08, all studentes of the first academic year and all professors of the subject „professional and study skills“ participated (twelve in all), 130 students You can see one gain out of this table: 1. the sum of 133 students works can be managed by e-portfolios on a weblog. This would not be the case if we still worked with paper. 2. Our aim is weekly assessed contributions from the students. By technical means, this aim can easily be achieved. The assignment of professors to process or product group took place following the initial participation of professors in 2005. Newly participating professors still assessed the old form product group, at the end of the semester. E-Portfolio experienced professors started with the weekly assessment (process group). By the way: since autumn 2008, all professors assess weekly through direct feedback on the e-portfolio. The results of this study can be presented next year.
We used the following instruments: Questionnaire: we surveyed the students at the beginning of the investigation period in week 40/07 and at the end of the investigation period, Week 08/08. All surveyed students had started their studies of becoming a teacher. The E-Portfolio has been written on Mahara. Mr Hofmann will introduce you to Mahara after this presentation. The students had to achieve 70 percent of of the total points, which are 315 points out of 450 points, in order to get 1.5 ECTS. For one complete posting, students got 30 Points.
Here, you see the feedback sheet, that has been given to students twice during the investigation period. Points have been given weekly by the correcting professors. You can see here clearly, That the choice of material , which means the choice of important contents, has become very well after a short time. The green reflectivity line although becomes better, but declines after some weeks.
For our empirical research, We compared the means of both groups at the intragroup level and the intergroup levels. We have in the first column the interesting variable, for instance here: attitude; and the two investigation groups. We have in the second column the number of completed questionnaires. We have in the third column the means of the two groups before the students started to write in their E-Portfolio. We have in the forth column the probabiltiy, with which the two groups differ from each other by counting the intergroup level at the beginning. We have in the next column the means of the two groups after the students wrote their E-Portfolio. After 15 weeks of work. We have in the last column the means probability of the intragroup comparison, which indicates the probability, with which the variables changed inside of the two groups. We will report now the main results for each variable. For the attitude towards the E-Portfolio, we have a significant better attitude of the students of the Process-group after 15 weeks of work. For the interest about writing an E-Portfolio, we have for both groups a significant and compabarable decline. We had this result in each of the last for years. The means of about 3 points are still at a high level.
For the use of the E-Portfolio for the teaching profession, students of the process group report significantly higher data on a medium level. For the relevance of the E-Portfolio, the students of the process group report a significantly higher appraisal on a medium level. The students of both groups indicate high strain for writing their E-Portfolio. Why do students of the product group show lower appraisal of the use and relevance of E-Portfolios? We suppose two possibel reasons: Students of the product group may not write their E-Portfolio during the semester. They may write it just shortly before the closing date. So, they deal far less with the E-Portfolio and may afterward not perceive the use or relevance,of it but just the urgency to finish the E-Portfolio before the closing date. Another reason may be seen on the relationship level: the students of the product-group may interprete the absence of the weekly assessment as negative and may link this to a lack of evaluation from the professors.
There are no reported differences between the two groups concerning learning progress . But for both groups a high level of reported learning progress between 3.45 and 3. 7. There is an absolutely not expected tendency for the process-group, not to realize real learning progress, if you look at the intragroup comparison. This result is diffcult to explain. One should expect that the weekly working with the E-Portfolio increases learning progress. In the case that we will find similar results in the next years, the assumption of elaborated knowledge-processing when working with an E-Portfolio has to be put into question. Investigation for this variable has clearly to be enforced. It also has to be considered, for instance, whether the perceived lower learning progress of the students with weekly assessment can be explained with a lack of considerations of the real needs of the students. This is despite the fact that students are free to write within the predetermined five learning topics. Concerning the increments of learning contents, there can be found no differences between the two assessing groups. But for both groups, there is a high level of reported increments of learning contents (3.88 to 3.97).
All students would clearly prefer a weekly assessment. The data reveals this at a very high level: 3. to 4.63. The motivation for writing an E-Portfolio is ,after the 21 working weeks for the students of the process-group, significantly higher. This significantly higher motivation still has to be cleared up by the following questions: is this motivation really sustained through the weekly assessement? Or is it sustained through the independent choice of learning contents with the five learning fields? Or is it sustained through the independent choice of working time or working place? Is it a result of the interest in learning content or is it just a result of the relief to finish E-Portfolio work?
We also asked students of this semester, why other students should utilizie an E-Portofolio by an multiple response item. The percents indicate answers of all anserwing students to a single part of the item.
The amount of work for the assessing professors is not different in a significant way. We have an average work load for the professors of the product group of 20h hours for assessing 12 E-Portfolios with 15 posts. And we have an average work load for the professors of the process group of 28h hours respectively 22h without the outlier. So it is just slightly more of work load. This is an important result of this study. We derive from these results, that the weekly assessing method, which is clearly wished by the students, can be maintained. We derive also out of the outliner, that professors have to be carefully introduced to technical knowledge, which is needed for working with E-Portfolios.
5. This result gave rise to a change. 8. We continued our work this year by weekly assessiment of all posts. But we distinguished the weekly assessment by weekly assessment by scale and by weekly assessment by an open feedback of the professors by the feedback function of Mahara. We are working on the results this summer. 9. Even when working with E-Portfolios, it might be necessary to think about a distinction of training- monitoring and assessing function. This topic has been highlighted by the Austrian authors ,Dorninger and Schrack. These authors propose a combined assessment method, which allows students to assess the postings of other students. Students and professors could assess only half of the E-Portfolio postings . The future teachers could thus train their competences for giving feedback to written texts.