Electronic Portfolio Assessment Research Articles

Framework for Implementing e-Portfolio Assessment to Improve Student Habits of Mind and Mastery of Chemistry Studies Concepts

The COVID-19 pandemic emphasized the need for improving teachers’ online teaching skills. One skill was using electronic portfolio assessment. Electronic portfolio assessment as an alternative assessment does not only focus on cognitive aspects but also is in line with the regulations of the Ministry of Education regarding the assessment of learning outcomes that focus not only on cognitive aspects but also on aspects of skills and attitudes. This study aimed to develop a framework for electronic portfolio assessment to improve students’ habits of mind and mastery of chemical studies concepts. We conducted a literature review to identify, categorize, synthesize and develop a framwork. This offers chemistry teachers a model for systematically designing and implementing an electronic portfolio of assessments and provides them with the instruments to conduct further research on assessment techniques. This framework guides chemistry teachers through important technical decisions, such as setting goals, identifying clear goals and establishing meaningful criteria for electronic portfolio assessment. Other issues discussed include defining the content of the electronic portfolio, managing the electronic portfolio, and monitoring and evaluating processes.
 Keywords: electronic portfolio assessment, habits, chemical concepts

Development of Electronic Portfolio Assessment Instruments to Improve Students’ Creative Thinking Skills in Chemical Reaction Equations Materials

Development of Electronic Portfolio Assessment Instruments to Improve Students’ Creative Thinking Skills in Chemical Reaction Equations Materials

Electronic Portfolio Assessment Instruments in Improving Students' Creative Thinking Skills

The objective of the study is to determine the stage of the process of developing electronic portfolio assessment instruments and obtain a valid and reliable electronic portfolio assessment instrument that can be used as an alternative effective assessment in improving students’ creative thinking on redox reaction materials. The research method employed was Research and Development (RD) with a 4-D development model: define, design, develop, and disseminate. The data sources for this study were obtained from chemistry education lecturers, chemistry teachers, and eleventh-grade students in one of the high schools in Bandung. The instruments used in this study were interview guidelines, instrument content validation sheet, task assessment observation sheet, creative thinking skills assessment task and rubric, portfolio assessment rubric, pre-test and post-test questions and rubrics on chemical reaction equations that have tested for validity. The developed electronic portfolio assessment instrument was realized in a task and assessment rubric based on 21st-century creative thinking indicators. The results reveal that the developed electronic portfolio assessment instrument has good quality because it fulfils the valid requirements with a CVR value of 1.00 and fulfils the reliable requirements with a Cronbach Alpha value of 0.702-0.982. Electronic portfolios can be used as one of the assessment tools for science learning. The developed electronic portfolio assessment instrument may promote students’ creative thinking on redox reaction material based on the N-Gain 0.72 with the high category and has good effectiveness based on the N-Gain 0.61 with the medium category. Based on the category of mastery learning, the effectiveness is 9.66%.

Electronic Portfolio Assessment Strategy Using Google Classroom to Improve Students’ Abilities in Learning Chemistry

This research aims to determine electronic portfolio assessment strategies using Google Classroom to improve students' abilities in learning chemistry. Assessment is an important aspect of learning to measure students' abilities. Characteristics of chemical material that contains calculations and concepts and has connections between concepts, requires the ability to master concepts and critical thinking skills of students in learning chemistry. Electronic portfolio assessment using Google Classroom is one of the uses of technology in the field of education. The method used in this research is a survey method. This research involved ten (10) high school chemistry teachers from various schools in Sumedang Regency. The data collection technique uses a questionnaire with qualitative data type. The research results show that teachers have implemented various types of assessment in chemistry learning. However, only 70% of teachers have implemented electronic portfolio assessment and it is not optimal. In using chemistry learning media, all teachers have used the application Google Classroom. In terms of students' abilities, both the ability to master chemical concepts and critical thinking skills are still quite low. The conclusion in this research is an electronic portfolio assessment using Google Classroom can be an alternative to improve students' abilities in learning chemistry.

Integrating Electronic Portfolio Assessment into Teaching Materials: An Exploratory Study on Speaking Course Syllabus Development

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> The ICT advancement provokes the possibility of developing speaking skill through portfolio assessment which was commonly attributable mostly to writing skill. Hence, an exploratory study adopting ADDIE model was conducted to develop an electronic portfolio assessment integrated into teaching materials. A triangulated technique of data collection: questionnaire respondents, interviews and data from evaluation sheets was gathered. Statistical descriptive analysis, discourse and content analysis were conducted and positive possibilities were found to ffacilitate the development of speaking skills through electronic portfolio assessment.</p></td></tr></tbody></table></div>

Development of an Electronic Portfolio Assessment Model in Learning Chemistry to Develop the Habits of Mind and Reasoning of Indonesian Students

This research aims to develop an electronic portfolio assessment model in learning chemistry. The development of the model was intended to developed students’ habits of mind and reasoning. Reseerarch on the development of this model was carried out with a research & development method that begins with a preliminary study, development, validation, and application. Research instruments in the form of questionnaires, interview guides, validation sheets and documents as a tool to explore various information needed at each stage. The research respondents consisted of chemistry educators or teachers, high school students, and related stakeholders. In the preliminary study and development phase, a number of research data have been produced. The preliminary study data were in the form of a number of habits of mind and reasoning indicators that form the basis of developing assessment instruments. The data from the development study were in the form of a package of test and non-test assessment instruments constructed from 3 main indicators of habits of mind and 5 indicators of reasoning in chemistry learning. Initial instrument was developed in erased the form of 50 items generated from related indicators, after theoretically validated 48 items were obtained with a CVI index of 0.89 in the good category and all items having a CVR index met valid criteria. Based on the results of the study, the items produced were declared valid and could be used as content to build the electronic portfolio assessment framework and model.

The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners

The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners

The Instructional Efficacy of Strategy-based Instruction via Electronic Portfolio Assessment in Improving Reading Proficiency of Iranian Intermediate EFL Students

This article tries to explore the instructional efficacy of strategy-based instruction via electronic portfolio assessment (Web plus CD-ROM) in improving reading proficiency of Iranian intermediate EFL students. To do so, from the population of male EFL learners studying English at a language institute in Esfahan, a sample of 60 was selected by administrating a Nelson Proficiency Test (Nelson, 1976) to ensure that they are homogeneous in terms of language proficiency. Afterwards, the participants were divided into three equal groups; namely, two experimental and one comparison group. The comparison group was taught using traditional methods of teaching reading comprehension and the experimental groups were taught using four reading strategies (highlighting a text, parsing sentences by putting slashes (/) into sense units, using visual aids and pictures to understand the outline of a text, and drawing cluster diagrams to link the ideas within the text to understand the whole text). After the treatment, a posttest was administered. The mean scores of the comparison and both experimental groups on the posttest revealed that language learners’ mean score in the experimental groups was significantly higher than language learners’ mean score in the comparison group. This means that reading instruction, which was strategy instruction, was more effective in improving readers’ reading proficiency. Another goal of this study was investigating the instructional efficacy of electronic portfolio assessment while using reading strategies. A weblog was designed to collect the participants’ tasks to be shown to their classmates to see the result of strategy training, using the strategies, and the progress of the participants during the study. To sum up, the results of this article state that foreign language pedagogy, especially for adult and young adult English learners, would reap the benefits of the inclusion of explicit and direct strategy instruction within electronic portfolio assessment. DOI: 10.5901/mjss.2016.v7n2s1p476

The Effect of Electronic Portfolio Assessment Model to Increase of Students’ Generic Science Skills in Practical Inorganic Chemistry

Electronic portfolio assessment (EPA) is an assessment procedure based assessment for learning which is a collection of student work collected digitally. The purpose of this research was to determine the effect of implementation of the EPA model to increase students’ generic science skills (GSS) in Practical Inorganic Chemistry. Research was conducted at Chemistry Education Department on preservice teacher programme. The research design was a Pretest-Posttest Control Group Design. Research subjects each consisted of 30 students in the experimental and control Group. Data was collected using GSS test given at pretest and posttest. Data were analyzed by SPSS version 17.0. The result show that students who used EPA model in the assessment process have increased GSS (mean of N-gain= 0.41) better than those used conventional portfolio assessment (mean of N-gain = 0.14).

Valuing the Resources of Infrastructure: Beyond From-Scratch and Off-the-Shelf Technology Options for Electronic Portfolio Assessment in First-Year Writing

► Under-resourced college writing programs face challenges around technology. ► A college writing program's infrastructure includes the expertise of its instructors. ► An in-house system for electronic portfolios illustrates the value of infrastructure. ► Infrastructure has implications for understanding technology within college writing programs. Ongoing technology innovation holds obvious promise for college writing programs with resources to invest in high-end hardware and software. However, many campuses face resource limitations that preclude the adoption of cutting-edge material innovations. As an alternative, the concept of infrastructure (DeVoss, Cushman, & Grabill, 2005) offers a means by which seemingly under-resourced writing programs can recognize and draw upon the expertise and commitment of their faculty to develop in-house technology solutions adapted to specific program needs and institutional contexts while abiding by more obvious material limitations. To illustrate the value of infrastructure, this study reports the experience of one college writing program on a large, public, urban, access-oriented campus with limited material resources that nonetheless developed a system for supporting electronic portfolios by adapting the readily available platforms of Google Docs and Google Sites. After providing a rationale for adopting electronic portfolios grounded in a rhetorically based approach to assessment, the study details the development process for this customized system as well as the collaborative relationships between faculty of different ranks (tenure-track, adjunct, and graduate student) and expertise through which the project evolved. Based on this experience, the study considers some implications that infrastructure holds for writing program administration.

Tools for Data-Driven Decision Making in Teacher Education

Knowledge management (KM) and data-driven decision making (DDDM) are terms that are used with more frequency in teacher education. Although accreditation expectations and the increased focus on accountability have pushed these ideas to the forefront, the tools that support them are still not robust. Electronic portfolio assessment has been one approach that many schools of education adopt to address these gaps, but there has been little documentation on how electronic portfolios actually contribute to program-level assessment. This paper presents an application that provides an example of how data systems applied to existing practices can be used to support knowledge creation and DDDM in colleges of education.

Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development

This study compared the effects of four electronic portfolio curricula on pre‐service and beginning teachers' self‐ratings of their professional development (n = 207), using a 34 item electronic Portfolio Assessment Scale (ePAS). Three formative portfolios, A, C and D, had teacher development as a primary objective and used participants' narrative reflections on students over a 2–3 month period. One summative portfolio, B, assessed teacher accountability through participants' analyses of professional teaching standards concerning students during 1–2 week teaching units. Factor analyses of the ePAS assessments for each portfolio and all four combined yielded the same five factors concerning professional outcomes: overall teacher development, including reflective skill (F1), an understanding of assessment roles (F2), an understanding of backwards planning (F3), the benefit of analyzing student work (F4) and the benefit of teacher peer collaboration (F5). For F1, F3 and F5 the means of the formative portfolios A, C and D were significantly higher than those of portfolio B. No differences were found among the portfolios concerning the benefits of analyzing student work (F4). The researchers concluded that formative portfolios that focused on teacher development better supported professional outcomes than did the summative accountability portfolio. It was concluded that portfolios should not be used for the summative accountability of teachers. Dans cette étude nous avons comparé les effets de quatre programmes scolaires à portefeuille électronique sur les autocritiques que des enseignants débutants ont faites de leur développement professionnel (n = 207). Nous nous sommes servis d'une échelle d'évaluation à portefeuille électronique de 34 points (ePAS). L'objectif principal des trois portefeuilles formatifs A, B et D était le développement de l'enseignant. Pour y parvenir nous avons employé des réflexions narratives sur les élèves pendant une période de deux à trois mois. A travers un portefeuille sommaire, B, nous avons évalué la responsabilité des enseignants au moyen des analyses que les participants ont faites des normes de l'enseignement professionnel des unités d'apprentissage d'une à deux semaines. Nous avons conclu que les portefeuilles formatifs qui se concentraient sur le développement des enseignants ont mieux soutenu le rendement professionnel des jeunes enseignants. Este estudio compara los efectos de cuatro portafolios electrónicos curriculares sobre las auto evaluaciones de profesores antes de que comiencen a ejercitar la enseñanza y de profesores que inician su desarrollo profesional (n = 207), utilizando 34 ítemes de la escala de Portfolio Assessment (Valorización de Portafolios) (ePAS). Tres portafolios formativos, A, C y D, tienen como objetivo principal el desarrollo de la enseñanza usando las reflexiones por escrito de los participantes sobre estudiantes en un período de dos a tres meses. En un portafolio de síntesis, B, se valora la responsabilidad de los profesores. Durante una unidad educacional de una a dos semanas, los participantes evalúan métodos de enseñanza y, a través de este análisis, valoran la responsabilidad de los profesores. Se concluye que los portafolios formativos que se enfocan en el desarrollo de la enseñanza facilitan de mejor manera el resultado del desarrollo de los profesionales jóvenes. Diese Arbeit vergleicht die Wirkungen von vier Lehrplänen im Bereich elektronischer Portfeuilles auf die beruflichen Selbstbewertungen von werdenden und neueingetretenen Lehrkräften. Verwendet wird ein elektronisches Portfeuillewertungssystem (ePAWS) von 34 Punkten. Die Entwicklung der Lehrer ist die primäre Absicht von drei formativen Portfeuilles, A, C und D, in denen die Teilnehmer ihre Selbstbeobachtungen über zwei bis drei Wochen aufgeschrieben haben. Die Verantwortlichkeit von Lehren wird in einem zusammenfassenden Portfeuille B eingesschätzt, durch eine Beurteilung von lehrberuflichen Maßstaben der Teilnehmer in Bezug auf Studenten im Verlauf einer ein‐ bis zweiwöchigen Lehreinheit. Bewiesen wurde, daß die formativen Portefeuilles, die sich auf Lehrentwicklung konzentrierten, die Weiterentfaltung von neueingestiegenen Lehrkräften besser fördern.

Authentic assessment through electronic portfolios

Portfolios are quickly winning favor as a form of authentic assessment at all levels of education. This paper discusses efforts to develop an electronic portfolio assessment strategy as a graduatio...