Assessment of E-Portfolio in Higher Education

Abstract

The e-portfolio development and introduction are based on the fact that the reflective practice of its creation allows students to document and track learning, develop a coherent picture of experience, and improve self-understanding. The study took place at Lomonosov Moscow State University (Russia); an assessment tool to design and develop electronic portfolios in the higher education system has been developed and tested in the study. A survey focused on the value of an electronic portfolio, which was positively assessed by the respondents, was conducted. The students participating in the study developed e-portfolios that described their reflections on the learning process and backed the arguments made with proof. The assessment showed that 60% of students should improve their cooperation skills while skills related to conceptualization and implementation, critical thinking and decision-making, assessment and modification, meta-cognition and progress should be developed in 44%, 33%, 52%, and 64% of students, respectively. The research results confirm that e-portfolios provide an appropriate platform for integrative learning that allows students to visualize the relationship between various concepts learned throughout the course and beyond.

The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

“…e outcomes supported the findings in [52] and of Belanoff and [53], as cited in [7,8,50,[54][55][56][57][58][59][60].…”

“…e constructivist approach is presented on the basis of portfolio studies because the student needs construction in his/her mind for each study and activity to be placed in the portfolio [8]. He/she reflects his/her learning to his/her studies.…”

“…In order to enhance learners' writing skill and autonomy, as the two communicative and pedagogical elements in language learning, various approaches are presented to provide the learners with an environment in which they can practice and learn the language and experience different contexts [8,[17][18][19][20]. e idea underlying learner autonomy is based on the philosophy that if the students are encouraged toward decision making, goal setting, and reflecting in their process of learning, they, eventually, become more enthusiastic and purposeful about their learning and, consequently, learning can be more enjoyable, focused, and fruitful to them [21,22].…”

Transition from Physical Design Studio to Emergency Virtual Design Studio. Available Teaching and Learning Methods and Tools—A Case Study

“…Once all the steps have been inputted into Miro, the students can have an in-depth look into their design process and how it evolved over time (see Figure 4). This so-called visual journal in Miro supported the development of students' self-assessment, reflection and action planning skills [37][38][39].…”

Effects of the Instructional Model Based on Creative Problem-Solving Principles with Social Media to Promote the Creation of Educational Innovation for Pre-service Teachers

“…Eleven indicators were used to measure motivation as followed: autonomy, confidence, eagerness to learn, high performance, independence, enjoyment, self-efficacy, sense of achievement, sense of belonging, sense of engagement, and sympathy. Moreover, Syzdykova, Koblandin, Mikhaylova, and Akinina (2021) found that the assessment of the E-portfolio was suitable for higher education and integrated learning. Students could create their E-portfolio, manage the working documents, catch up with their learning progress, illustrate related learning concepts.…”