Learning Portfolio Research Articles

Online videos: The hidden curriculum.

Dental undergraduates will access the Internet searching for learning materials to complement their training; however, open access content is not generally recommended by dental schools. This study aimed to evaluate how dental students are using online video content. Students from eight Universities (Athens, Birmingham, Brescia, Cardiff, Melbourne, Paris, Sao Paulo and Valdivia) representing three continents were invited to complete a survey on their access and learning from online videos. International students behave similarly when studying dental content online. Of 515 respondents, 94.6% use the Internet as a learning tool. It was observed that videos are not frequently recommended during didactic lectures (9.6%). But many students (79.9%) will use YouTube for their learning which includes clinical procedures. Students will check online content before performing procedures for the first time (74.8%), to understand what was explained in class (65.9%) or read in books (59.5%), to relearn clinical techniques (64.7%) and to visualise rare procedures (49.8%). More than half of the students do not fully trust the accuracy or the reliability of online content. This does not prevent students from watching and sharing dental videos with classmates (64.4%). The content watched is not shared with teachers (23.3%) even when it contradicts what was learnt in the school (38.2%). This study concludes that students regularly integrate open access digital resources into learning portfolios but are hesitant to inform their teachers about their viewing habits. Students wish to receive critical skills on how to evaluate the material they encounter outside their traditional learning space.

Research on the Dynamic Evaluation Mode of Advanced English Teaching

Based on the dynamic evaluation theory, combined with the characteristics of English language teaching and teaching objectives, this paper constructed a dynamic evaluation mode for the "Advanced English" course. The evaluation mode divided Advanced English teaching into four teaching sections: pre-class online self-learning, classroom partner interaction internalization, after-class study notes evaluation and feedback, and subject paper project refinement and improvement; through the establishment of a " curriculum learning portfolio", evaluation runs through the entire teaching process, promotes the organic combination of teaching and evaluation, and realizes the cultivation of students' individual cognitive strategies and the stimulation of their learning potential. The dynamic evaluation mode of Advanced English course plays a positive role in shaping the cognitive structure of students and developing other related course evaluations.

The effectiveness of writing techniques in improving students’ writing ability with different self-esteem

Identifying appropriate writing techniques to help students with different self-esteem improve their writing ability needs to be considered by educators. This study attempted to examine the effectiveness of two writing techniques, Reflective Learning Portfolio (RLP) and Dialogue Journal Writing (DJW) in improving the writing ability of undergraduate students with different self-esteem. A quasi-experimental design was employed in this study. The participants of the study were 62 undergraduate students from a private university in West Java, Indonesia, which were divided into two groups that received different treatments, RLP and DJW techniques. A set of questionnaires to measure students’ self-esteem and writing tests were utilized to collect the data. Data from questionnaires were analyzed by using Likert Scales. Data from pre-test and post-test, to know the effectiveness of RLP and DJW was administered by using a paired t-test. The finding revealed that the writing performance in RLP class was significantly better than in DJW class. In other words, RLP is more effective in teaching writing to students with different self-esteem. The use of explicit teaching, peer feedback, and teacher feedback in RLP class could have caused the RLP technique to be more effective in improving the students’ writing ability compared to the DJW technique.

Teachers’ experiences of using a portfolio for teaching, learning, and assessment in Lesotho primary schools

Teachers’ experiences of using a portfolio for teaching, learning, and assessment in Lesotho primary schools

The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students’ Learning Outcomes of Civic Education

The Effect of the Conflict Resolution Learning Model and Portfolio Assessment on the Students’ Learning Outcomes of Civic Education

Investigating user group behavior patterns in digital examinations

Computer Mediated Communication (CMC), as well as Electronically Mediated Communication (EMC), is becoming a staple feature of many working environments. More recently, Computer Mediated Assessment (CMA) in the form of Testing Assessment Systems (TMS) has joined the ranks of arrangements where learning, information exchange and assessment take place in digital landscapes, where on top of deploying assessment, they constitute a meeting ground for teachers, assessors, and students/learners. Any such system has the potential to offer numerous other opportunities including amongst others a training platform, a system for creating learner portfolios, a vetting system for rating scale construction or a multimedia annotated corpus of learner language. Additionally, information stored in a TMS may be used for research purposes, collaborative arrangements for professional development, vetting and training solutions. This paper presents what has emerged from developing procedures and functionalities in digital exams, and what may appear as attractive opportunities offering insights into the functioning of digital assessment and digital testing environments. While, admittedly, functionalities presented here have been gradually, and while in most cases, added ad hoc to the system, over the course of eleven years since the environment was first put into operation, have come, not only to complement one another, but also to function as a coherent system. In their current state, they offer practical solutions in quality control, training, research, and systems forensics.

The Use of Web-Based Portfolio as Alternatife Assesment in Biology Learning

The current state of the Covid-19 pandemic has had an impact on various ongoing activities, including learning activities. Currently, the government provides a policy to organize learning from home, known as Learning From Home (BDR). Learning From Home in its implementation requires the support of mobile devices. It is a challenge for both teachers and students to master technology in learning in these conditions. In addition, teachers must also be able to carry out the teaching and learning process or provide assessments/evaluations to students face-to-face (done online). The research objective is to determine the use of alternative assessment-based portfolios in biology learning. The authors want to introduce web-based portfolios as alternative assessments in biology learning in this study. Alternative assessments can support students to understand biology lessons with the task of making lab reports, making herbariums, drawing, writing widespread scientific reports, etc. These are collected in the form of website links. The research method used is a literature study that the author has carried out. The results obtained are using a web-based portfolio as an alternative assessment in biology learning, which is still not widely applied even though this assessment is very efficient to apply in biology learning during the Covid-19 pandemic. This research concludes that every lesson that has been carried out certainly needs to be assessed on student learning outcomes in following each lesson that has been followed. In this case, an alternative web-based portfolio assessment is one of the solutions to evaluate the performance and work of students so that all activities carried out can be rewarded with value. Keywords: Biology Alternative Assessment, Web Based Portofolio

Machine learning portfolio allocation

We find economically and statistically significant gains when using machine learning for portfolio allocation between the market index and risk-free asset. Optimal portfolio rules for time-varying expected returns and volatility are implemented with two Random Forest models. One model is employed in forecasting monthly excess returns with macroeconomic factors including payout yields. The second is used to estimate the prevailing volatility. Reward-risk timing with machine learning provides substantial improvements over the buy-and-hold in utility, risk-adjusted returns, and maximum drawdowns. This paper presents a unifying framework for machine learning applied to both return- and volatility-timing.

TINGKAT KEAKTIFAN SISWA KELAS V SDI BANGKAKELI DALAM MENGERJAKAN TUGAS RUMAH DI TENGAH PANDEMI COVID-19

This enquiry intends to designate partaking altitude of grade v students of Bangkakeli public elementary school in doing their homework throughout caovid-19 pandemic, the cause factor of low students’ altitude in finishing homework, and the endeavor of teacher in lifting up student’s altitude in competing homework in the midst of covid-19 pandemic. The used method in this research is descriptive qualitative. The subject in this enquiry is grade V teacher, principal, students, and the parents. Data collecting technique used an interview, observation, and documentation. The fallout of this enquiry pointed out that altitude partaking of students in completing homework throughout pandemic considered low. The cause factor of students’ low partaking is internal factor and external factor. The endeavor of teachers in developing students partaking in finishing homework in the midst of covid-19 pandemic is maximizing portfolio learning model, communication maximizing and corporate with the parents of students.

Encouraging reflective practice through learning portfolios in an authentic online foreign language learning environment

ABSTRACT This paper describes a research study that investigated foreign language student engagement in reflective practice through reflective portfolios. Over the course of one academic semester, students in an Italian as a foreign language course at an Australian university and selected target language native speaker mentors interacted and collaborated with each other in blended learning mode with the aim of completing two situated and authentic tasks designed according to an authentic learning framework. As part of the project, students wrote their observations on the progress of their collaborative work in a reflective portfolio and participated in individual and guided focus group interviews. The findings suggest that the opportunity to contribute their thoughts in writing in reflective portfolios encouraged students to reflect on their own individual learning processes and to engage in a process of collective reflection and collaborative problem solving.

Rapid Implementation of a Novel Embedded Senior Medical Student Program, as a Response to the Educational Challenges of COVID-19

As with many OECD countries, graduating medical students have been choosing specialist careers at a greater rate than ever before. Generalism in the form of family (general practice) and more generalist medical specialties have been trending down resulting in distributional geographic challenges. With the advent of COVID-19 in March 2020, medical schools and in particular the Joint Medical Program situated in a regional and rural area in NSW Australia had the unique opportunity to rethink the penultimate year curriculum when the previous rapid rotation model through numerous medical specialities became untenable. The need to vision a new practical pragmatic curriculum spurred a rapid revaluation of assessment, placement length and model with a pivot to an “embedded senior student placement” agnostic of discipline and supported by a competency-based learning portfolio. This article explores the barriers and enablers and identifies the potential elements of this type of placement which can be adapted to community and smaller rural sites. The positive student and supervisor experience also enabled an employment model to be woven into the students learning and ensured on hand medical student workforce for hospitals throughout the rural footprint. The capacity of these placements to celebrate variation in experience and support students to learn on the job have now caused a revision of the penultimate year with expectation of gains in students’ satisfaction and in employability. It has also opened up options to deliver and increase the inherent value of generalist placements with likely long term workforce benefit.

ON THE INTRODUCTION OF E-LEARNING PORTFOLIO IN THE EDUCATIONAL PROCESS

This article discusses the essence and content, structural components, advantages of the electronic learning portfolio, which are considered effective pedagogical methods in modern education. The article also shows the results of the introduction of electronic portfolio in the educational process.

유아교육과 신입생을 위한 온라인 학습포트폴리오 활동이 예비유아교사의 소명의식, 교사효능감, 그리고 진로정체감에 미치는 영향

본 연구는 유아교육과 신입생을 위한 온라인 학습포트폴리오 활동이 예비유아교사의 소명의식, 교사효능감, 그리고 진로정체감에 미치는 영향을 알아보기 위하여 실시되었다. 연구대상은 3년제 전문대학교의 1학년 신입생 52명이며, 실험집단에 25명, 비교집단에 27명이 배치되었다. 실험집단에 속한 유아교육과 신입생들은 한 학기 동안 교직수업시간에서 온라인 학습포트폴리오 프로그램을 경험하였다. 온라인 학습포트폴리오 프로그램은 자기이해, 자기주도학습, 반성적 사고 활동으로 구성되었다. 본 프로그램의 효과를 살펴보기 위해 사전과 사후에 유아교육과 신입생들의 소명의식, 교사효능감, 진로정체감을 측정하였고, SPSS WIN 20.0 프로그램을 이용하여 수집된 자료의 공변량분석을 실시하였다. 분석결과, 유아교육과 신입생을 위한 온라인 학습포트폴리오 프로그램은 예비유아교사의 소명의식, 교사효능감, 진로정체감에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과는 유아교육과 신입생의 유아교사로서의 소명의식과 교사효능감, 그리고 교직으로의 진로정체감 고취를 위한 프로그램 개발에 기초자료를 제공하였다는 데에 의의가 있다.

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

The role of technology in assessment, documentation, and tracking of clinical competencies in radiography education

Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme

As the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of second and foreign language learning also begun to look more closely into their effects from diverse aspects. Nevertheless, a small number, if any, have addressed the issue from teachers and students' points of view in a comparative frame. This issue is even more noticeable in the Middle East, where portfolio learning has lately been incorporated in tertiary level studies. Hence, the present study compares students and teachers’ perception of the portfolio component of the English Foundation Program at Sultan Qaboos University in Oman. Seventy eight students and nine teachers participated in the study, where students expressed their ideas through a questionnaire, the teachers were interviewed to see how they perceive the portfolio element of the course. Using a mixed method for data collection and analysis, several chi-square tests were run to see if there is any significant difference between the perceptions of students and teachers. The results show that although the students generally agreed on the usefulness of the component, the teachers believe that it has lost its meaning.

EULAR portfolio for Rheumatology training: a EULAR School of Rheumatology initiative

ObjectiveAbout half of the rheumatology trainees do not use a portfolio. This project was established to reach consensus about the content of a EULAR portfolio for Rheumatology training and subsequently...

항공서비스전공 학생의 영어학습에 적용한 학습포트폴리오의 효과

The objective of this study was to develop and investigate the effects of learning portfolio on airline service-majored college students. For this study, the learning portfolio model was developed and twenty airline service-majored college students who were 16 women and 4 men in their first grade were chosen as the participants. They were asked to set up their own goal, carry out, make a learning portfolio and make a presentation every 10 days for 15 weeks, among which mid term and final term were excluded. The data collected were composed of pre and post TOEIC practice test results which was shorten with 100 questionnaires, academic efficacy questionnaires and students’ learning logs. The results of this study have been obtained as follows; Fist, there was academic improvements in 20 students’ listening and reading comprehension ability after making a learning portfolio. Second, there were positive changes in academic efficacy such as task difficulty preference, self-regulatory efficacy and confidence as shown in questionnaire responses. In particular, making a learning portfolio contributed to boosting the students’ self-confidence. Further studies are needed to look into the effects of making a learning portfolio on other aviation-related major, on learning attitude basis of participants, and on teacher feedback involved in goal setting and presentation of portfolio.

Portfolio management system in equity market neutral using reinforcement learning

Portfolio management involves position sizing and resource allocation. Traditional and generic portfolio strategies require forecasting of future stock prices as model inputs, which is not a trivial task since those values are difficult to obtain in the real-world applications. To overcome the above limitations and provide a better solution for portfolio management, we developed a Portfolio Management System (PMS) using reinforcement learning with two neural networks (CNN and RNN). A novel reward function involving Sharpe ratios is also proposed to evaluate the performance of the developed systems. Experimental results indicate that the PMS with the Sharpe ratio reward function exhibits outstanding performance, increasing return by 39.0% and decreasing drawdown by 13.7% on average compared to the reward function of trading return. In addition, the proposed PMS_CNN model is more suitable for the construction of a reinforcement learning portfolio, but has 1.98 times more drawdown risk than the PMS_RNN. Among the conducted datasets, the PMS outperforms the benchmark strategies in TW50 and traditional stocks, but is inferior to a benchmark strategy in the financial dataset. The PMS is profitable, effective, and offers lower investment risk among almost all datasets. The novel reward function involving the Sharpe ratio enhances performance, and well supports resource-allocation for empirical stock trading.

Development of Electronic Portfolios and Self-Asessment Based on High Order Thinking Skills in Pancasila and Citizenship Learning at Students of Al-Islam Bandung Polytechnic

Electronic portfolio and self-assessment are not yet an option in assessing learning outcomes for students so that student learning outcomes are still low. Although students try to get a superior assessment of the tasks carried out, students cannot complete the task properly. Students at the Al-Islam Polytechnic Bandung said that they had difficulty understanding and completing their assignments. So students can use electronic portfolio and self-assessment, with the maximum learning outcomes can motivate students to achieve learning goals by being able to measure their ability to think highly in Pancasila and Citizenship subjects. In the process, students must be able to have competence in assessing learning effectively. Students who have high thinking ability will have good cognitive abilities and representative effective abilities. In connection with this phenomenon, it is very important to be able to develop an electronic portfolio and self-assessment based on HOTS (high order thinking skills) so that students can have increased assessment skills and are very efficient in determining learning outcomes. This research method uses pre-test and post-test control group design. While data analysis includes tests and non-tests. The instruments used were the e-portfolio rubric, the student response questionnaire and the learning assessment observation sheet using HOTS. Then analyzed with descriptive qualitative. The purpose of this study can produce an electronic portfolio and self-assessment that continues to be developed as a lecturer reference to training students to have an independent assessment ability and to be able to use an electronic portfolio in each learning activity, becoming a reference for other researchers to conduct further research. The results of the research are students can develop themselves into independent students and have skills using electronic portfolio and self-assessment in HOTS-based learning.

The Design and Implementation of Quantum Finance-based Hybrid Deep Reinforcement Learning Portfolio Investment System

With the rapid development of Deep Learning (DL) and Reinforcement Learning (RL), Deep Reinforcement Learning (DRL) has become one of the leading trends in automatic trading. However, research of RL in portfolio investment has difficulties in distributing investment funds, controlling profit and loss, and exploring the unseen environment. This paper introduces an intelligent portfolio investment system based on the integration of DRL, Quantum Finance Theory (QFT). Our proposed system consists of two agents: 1) A trading agent based on Deep Deterministic Policy Gradient (DDPG) algorithm to generate continuous actions for investment weighting; and 2) A risk-control agent based on Policy Gradient (PG) algorithm produces discrete actions according to each day’s Quantum Price Levels (QPLs). One significant merit of integrating two intelligent agents is that they can cooperate to make more reasonable and stable fund distribution adjustments in the portfolio investment. The experimental results reflect the flexibility and robustness of our system, as it achieves considerable profits in back-tests consisting of various combinations of FOREX products.(Source code is available at: https://github.com/772435284/QF-portfolio-investment-system)