Abstract
While researchers have introduced and integrated electronic portfolios (e-portfolios) into general education classrooms at Srinakharinwirot University, Thailand, some aspects of workloads and assessments remain unclear to both instructors and students. When evaluating academic performance using e-portfolios, instructors must grade students based on learning outcomes according to the learning objectives and students’ goals. The use of such assessments requires a shift toward realistic and consistent evidence, practice, and reflection. Successfully assessing outcomes and learning processes entails instructors and learners being able to identify and understand all evaluated aspects. Thus far, instructors and learners have practiced and agreed upon two types of e-portfolio rubrics for general education course assessments: an analytic five core skills learning process rubric and an annotated e-portfolio assessment rubric. This study employs indices of item-objective congruence (IOC), item discrimination power, Cronbach’s alpha reliability coefficients, and correlations as analytical tools to determine the efficiency, confidence, and relationship of each item in an annotated e-portfolio assessment rubric.
Highlights
In recent years, the learning outcomes of general education courses in Thailand have undergone significant changes
We examined the application and integration of e-portfolios in the general education courses of Srinakharinwirot University, Thailand
An analytic rubric would assess students’ learning processes for the goal setting, plan, evidence, and self-reflections to see how students progressed in their learning and to keep them working on their own practices
Summary
The learning outcomes of general education courses in Thailand have undergone significant changes. Based on our own past research and other educational studies conducted in several countries [1], it seems that e-portfolios support in-depth, meaningful, and lifelong learning and enhance students’ self-directed learning and self-assessment They shape students’ learning journeys and allow them to understand their own strengths and weaknesses. The purpose of the VALUE Rubric project is to standardize assessments within American higher education, it has indirectly created a foundational understanding of sample learning outcomes for stakeholders in higher education worldwide This benefits students and instructors by reducing the time required to conduct assessments and allowing students to receive clear feedback. Australia and several European countries have researched and established rubric standards for assessing e-portfolios based on national policies and learning outcomes These standardized rubrics have been utilized to evaluate students holistically—i.e., to assess an entire e-portfolio in terms of learning outcomes—and to evaluate students’ efforts throughout the learning process.
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