Abstract
The purpose of this paper is to investigate the contribution of the electronic portfolio (e-portfolio) to improving students’ performance and the sustainability of their knowledge. The method used is the experiment with an experimental and a control group, and a pair of pre and post measurements. The survey was carried out during the first trimester of the 2016-2017 school year and its duration was 30 teaching hours. The sample consisted of 40 pupils of the second grade of primary school in the city of Rhodes. The findings of the survey show that the students of the experimental group who used the e-portfolio scored higher in all assessments and managed to maintain the knowledge they achieved by scoring higher results in the second assessment of the material fifteen days later, compared to the students in the control group who used the traditional printed portfolio and scored lower in their performance ratings.
Highlights
The Electronic Portfolio (e-portfolio), the digital version of the traditional portfolio, is a new approach to authentic assessment (Barrett & Knezek, 2003), based on Information and Communication Technology (ICT) and falls into the category of alternative forms of assessment (Barrett, 2000).Several researches have been carried out regarding the e-portfolio, both in theoretical approaches and in practical applications at all levels of education
There are researches that record the beliefs and attitudes of educators (Paroutsas, 2011), and primary school students regarding the utilization of the traditional portfolio (Tsoutstou & Bertsou, 2013), as well as surveys conducted to students of primary education, where the e-portfolio was implemented, and to students of secondary education
Analyzing research data obtained from the rubrics and the scores of students, we compared the scores between the two groups to determine, if and to what extent, the students of the experimental group gathered better scores than their peers in the control group
Summary
The Electronic Portfolio (e-portfolio), the digital version of the traditional portfolio, is a new approach to authentic assessment (Barrett & Knezek, 2003), based on Information and Communication Technology (ICT) and falls into the category of alternative forms of assessment (Barrett, 2000).Several researches have been carried out regarding the e-portfolio, both in theoretical approaches and in practical applications at all levels of education. There are many institutions and organizations around the globe (e-portfolios, e-portfolio California, e-portfolios Australia) working with the e-portfolio and its application by conducting numerous studies in cooperation with researchers (Ritzhaupt, Singh, & Seyferth, 2008), universities, colleges and schools in all levels of education. The majority of those surveys concern higher education and the practical application of the e-portfolio to college and university students (Knight, Hakel, & Gromko, 2006; Coutinho & Bottentuit, 2008). There is, a limited amount of research on the incorporation of the e-portfolio in the educational process in Greece, which doesn’t revolve around language courses
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