ePortfolio 2009 London

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Information about ePortfolio 2009 London
Education

Published on June 27, 2009

Author: Martin67

Source: slideshare.net

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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.

Process and Product assessment with E-Portfolios in the first academic year at the university of teacher education, Rorschach (Switzerland), 2007/08

Process and Product assessment with E-Portfolios in the first academic year at the university of teacher education, Rorschach (Switzerland), 2007/08

1. Theoretical background: E-Assessment Nothing new…. summative and formative assessment methods (Reinmann-Rothmeier & Mandl, 2001; Barret, 2008; Seufert, 2007) high-flying aims combined with E-Portfolios and their assessment at colleges often ignore learners needs (Ayla, 2006 ) However, E-Portfolios open up multifacited insights into the learning process of students 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,)

Nothing new….

summative and formative assessment methods (Reinmann-Rothmeier & Mandl, 2001; Barret, 2008; Seufert, 2007)

high-flying aims combined with E-Portfolios and their assessment at colleges often ignore learners needs (Ayla, 2006 )

However, E-Portfolios open up multifacited insights into the learning process of students

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,)

2. E-Portfolio at the high school of teacher education (St.Gallen, Switzerland) level IV - last semester professional skills relation to profession level III - last semesters empirical research special field of study level II - all semesters Mathematics, Languages, Arts, Music, Natural Sciences, Humanities, Educational Sciences project orientated activities level I - start phase of studies reflection about future profession Professional and Study Skills

level IV - last semester

professional skills

relation to profession

level III - last semesters

empirical research

special field of study

level II - all semesters

Mathematics, Languages, Arts, Music, Natural Sciences, Humanities, Educational Sciences

project orientated activities

level I - start phase of studies

reflection about future profession

Professional and Study Skills

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

4. E-Portfolio contents

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

Professional skills: presentations These are the cards, I used for my presentation. My teacher told me that I should try to keep in eye-contact with the public. I can learn from this that the public is more important than my PowerPoint presentation. I think I can use this knoweldge when I have to present the organisation of our ski-camp to the parents.

Professional skills: presentations

These are the cards, I used for my presentation.

My teacher told me that I should try to keep in

eye-contact with the public.

I can learn from this that the public is more

important than my PowerPoint presentation.

I think I can use this knoweldge when I have

to present the organisation of our ski-camp

to the parents.

The teaching profession: Teacher‘s standards (Swiss teaching union) For most of these rules, we agreed . That‘s clear! However, I think, one has to discuss and to think about teacher‘s ethics and one has to know where to seek them.

The teaching profession:

Teacher‘s standards

(Swiss teaching union)

For most of these rules, we agreed .

That‘s clear!

However, I think, one has to discuss and to

think about teacher‘s ethics and one has to know

where to seek them.

5. Sample

6. Instruments 1. Questionnaire t 1 : week 40/07 t 2 : week 08/08 E-Portfolio-Blog (1 Posting= 30 points, 1.5 ECTS=70% of the total points; 315/450)

1. Questionnaire

t 1 : week 40/07

t 2 : week 08/08

E-Portfolio-Blog

(1 Posting= 30 points,

1.5 ECTS=70% of the total points; 315/450)

3. Feedback-sheets to students ( criteria: Challis, 2005, adapted )

3. Feedback-sheets to students ( criteria: Challis, 2005, adapted )

7. Results: students evaluation

 

 

 

“ The students in the next new semester should utilize an e-portfolio because:”   they will acquire new PC skills as well (13.1%) they will then already know Mahara and can possibly later use the system with their students (17.7%) the composition of postings supports the consolidation of BSK content (68.5%) the composition of postings in some ways makes it enjoyable (4.6%) the composition of postings necessitates the processing of weekly content (65.4%) one can also read the blogs of others (43.1%) one learns something easily by doing it (20%) the feedback from lecturers brings something to it (30.8%) it is a good method of assessment (43.1%)

  they will acquire new PC skills as well (13.1%)

they will then already know Mahara and can possibly later use the system with their students (17.7%)

the composition of postings supports the consolidation of BSK content (68.5%)

the composition of postings in some ways makes it enjoyable (4.6%)

the composition of postings necessitates the processing of weekly content (65.4%)

one can also read the blogs of others (43.1%)

one learns something easily by doing it (20%)

the feedback from lecturers brings something to it (30.8%)

it is a good method of assessment (43.1%)

8. Results: workload approach of assessing professors 12 E-Portfolios/ assessment end of semester : Ø20h 12 E-Portfolios/ weekly assessment: Ø28h (Ø22 h without outlier)

12 E-Portfolios/ assessment end of semester : Ø20h

12 E-Portfolios/ weekly assessment: Ø28h (Ø22 h without outlier)

9. Discussion Weekly assessment maps: More positive attitude towards the E-Portfolio Higher appraisel for the relevance and use of an E-Portfolio Higher motivation Clear preference of the weekly assessment method No significant differences between assessment methods concerning the workload of the professors Independent of assessment method: 6. Interest, strain 7. Learning progress 8. Increments of learning contents Perspective: 9. Weekly assessed posts by open feedback function 10. Distinction of training-, monitoring- and assessing function (Dorninger & Schrack, 2008)

Weekly assessment maps:

More positive attitude towards the E-Portfolio

Higher appraisel for the relevance and use of an E-Portfolio

Higher motivation

Clear preference of the weekly assessment method

No significant differences between assessment methods concerning the workload of the professors

Independent of assessment method:

6. Interest, strain

7. Learning progress

8. Increments of learning contents

Perspective:

9. Weekly assessed posts by open feedback function

10. Distinction of training-, monitoring- and assessing function (Dorninger & Schrack, 2008)

10. E-Portfolios: Guided Tour London 09 www.eportfolio-phsg.ch 1 2

11. Mahara

12. More information www.eportfolio-phsg.ch

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