Avoiding the Pitfalls: Current Practices and Recommendations for Eportfolios in Higher Education

Chatham‐Carpenter, April; Seawel, Lori; Raschig, John

doi:10.2190/et.38.4.e

Cited by 26 publications

(17 citation statements)

References 22 publications

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“…The use of e-portfolios to reflect on learning helps students bridge their in-class learning to community and workplace contexts, between courses and between academic years (Chatham-Carpenter et al, 2010). With career e-portfolios, students can incorporate their curriculum and co-curriculum learning, identify crucial skills they are developing, see the value of their experiences, make preparation for job searches and interviews, and potentially share the eportfolios with prospective employers (Chatham-Carpenter et al, 2010). E-portfolios are also used to document assessment of professional standards; over half of universities studied currently use them for that purpose.…”

Section: Portfoliosmentioning

confidence: 99%

“…For instance, Johns Hopkins University's (JHU) Center for Technology in Education in the United States is renowned for the portfolio project, called "Digital Portfolio". Similarly, the University of Iowa has their web-based system, called Iowa e-Porfolito TM , designed to meet performance assessment requirements and mandated standards (Chatham-Carpenter et al, 2010). Examples of widely available systems of e-portfolios include ePortfolio, Foliotek, LiveText, TaskStream, Tk20, TrueOutcomes, Blackboard Portfolio Platform and Open Source System (Sweat-Guy & Buzzetto- More, 2007) However, there are some challenges in implementing a portfolio assessment.…”

Section: Portfoliosmentioning

confidence: 99%

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Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] Authentic assessments offer students the opportunity to develop skills that implement the formal learning they receive in the classroom. Although there is a need for accounting graduates to possess a plethora of skills to equip them for success, there is a shortage of literature which focuses on authentic assessment design for accounting courses. This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments Background: This paper reviews examples of authentic assessments that are available and have been used by accounting educators and educators in general. It highlights the skills that might be developed with each assessment Methodology: A review of literature on authentic assessment design and examples of authentic assessments like portfolios, reflective journals, presentations, reports peer and self-assessment was conducted. Contribution: This paper aims to address this gap by compiling a toolkit for accounting educators aspiring to design and implement authentic assessments. Findings: Authentic assessments are a form of learning. They help graduates develop skills and attribute that will make them work-ready and capable of handling a lot of real life practical work situations. Recommendations for Practitioners: Accounting educators may find guidelines in this paper which will help them understand authentic assessments and enlighten them on the challenges they may encounter when implementing the assessments Recommendation for Researchers: There is a need for future researchers to contribute more to this topic so as to increase the variety and amount of literature available for those wishing to engage with authentic curriculum design in accounting. Impact on Society: This paper may also be of use to prospective employers wishing to gain a clear understanding of the skills inherent in prospective graduates who may have been exposed to authentic assessments. Accounting students and graduates may find this paper useful as it will help them comprehend the importance of some the assessments with the backing and assurance from the literature. Future Research: Future research may focus on the challenges in implementing authentic assessments. It would also be great to see more research addressing the perceptions of educators towards authentic assessments.

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Section: Portfoliosmentioning

confidence: 99%

Section: Portfoliosmentioning

confidence: 99%

Authentic Assessment Design in Accounting Courses: A Literature Review

2018

Proceedings of the 2018 InSITE Conference

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“…The boundaries, which may be blurred, and the purposes should emerge from those conversations. Teacher educators hopefully would experience an epiphany to similar to one of the respondents in the survey by Chatham-Carpenter, Seawel, & Raschig (2010): "Rather than an eportfolio FOR learning or an eportfolio FOR assessment -we look at ours as an eportfolio AS learning" (p. 451).…”

Section: Key Conditions For Revitalisation Condition 1 -Pedagogy Befomentioning

confidence: 99%

“…Given such requirements for storage, manipulation, retrieval and display, it seems highly unlikely that the TEMAG (2014) student portfolio of evidence would be other than digital in form; that is, an ePortfolio. Such an ePortfolio would represent a complex and dynamic aggregation of the development of teacher skills and dispositions eventuating from its application to the various purposes of learning, assessment, graduate attainment, and proficiency certification over time (Chatham-Carpenter, Seawel, & Raschig, 2010;Costantino, De Lorenzo, &Tirrell-Corbin, 2009). …”

Section: Introductionmentioning

confidence: 99%

Three Key Conditions to Revitialise an ePortfolio Program in Response to Increasing Regulation of Teacher Education

Kertesz¹

2016

AJTE

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“…Much has been written about portfolios and ePortfolios in teacher education (Loughran and Corrigan, 1995;Wright, Stallworth and Ray, 2002;Lorenzo and Ittleson, 2005;Park and Lim, 2006;Zellers and Mudrey, 2007;Hartmann and Calandra, 2007;Young, 2008;Imhof and Picard, 2009;Jones, 2010;Joyes, Gray and Hartnell-Young, 2010;Chatham-Carpenter, Seawel and Raschig, 2010;Meyer et al, 2010) and relating to Higher Education beyond preservice teacher training education (Lankes, 1995;Mason, Pegler and Weller, 2004;Challis, 2008;Bolliger and Shepherd, 2010;Vernazza et al, 2011). However, a literature search found no evidence of research based on the continuation of an ePortfolio from university into employment within the context of teacher education, the focus of this paper.…”

Section: Introductionmentioning

confidence: 99%

ePortfolios beyond pre-service teacher education: a new dawn?

Boulton¹

2013

European Journal of Teacher Education

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The context of this paper is the final phase of a longitudinal action research project investigating whether an ePortfolio, created as a pre-service teacher to evidence a digital story of developing professional identity, could transition into employability, ie the first year as a newly qualified teacher. Thus this paper focuses on a new area of ePortfolio related research in teacher education; the transition from university into employment. The research findings indicate a changing purpose of the ePortfolio from training to the workplace, along with an increasing strength of ownership as part of the transition, and empowerment in becoming a teacher. Key outcomes are discussed and arguments presented for an ePortfolio to support professional development from university to employment.Keywords: ePortfolio; technology; secondary; pre-service teachers; newly qualified teachers; continuing professional development; employablity. IntroductionThis paper presents the findings of a research project focussing on ePortfolios in pre-service teacher education from university into employment and is therefore of interest to teacher educators both in the United Kingdom (UK) and internationally. This paper thus builds on existing research into ePortfolios in pre-service teacher education and explores a new area of development by examining how and if the ePortfolio, created as a pre-service teacher, can be extended into the NQT year. The research draws on key theories of: identity, self-regulation leading to self-efficacy, and situated learning; these are discussed in more detail later in the paper. The project was part funded by the Training Development Agency, UK.The context is the final phase of a longitudinal action research project spanning four years at Nottingham Trent University (NTU), United Kingdom (UK), focussing on the evaluation of ePortfolios for pre-service teachers to present evidence of their digital journey to becoming a teacher. This final phase aimed to identify whether the e-Portfolio, developed as a pre-service teacher, could create a space where a newly qualified teacher (NQT), working in a 'situated' context could reflect on teaching and plan targets for future action.Two key aims were identified for this phase: to pilot the use of ePortfolios beyond teacher training, initially into the NQT year; and to identify if whether an ePortfolio tool could continue to support the professional development for NQTs during their continuing teaching career. The focus for this phase was NQTs employed in the secondary sector (11-18 years) who had completed either a Post-Graduate Certificate in Education (PGCE) 1 or a Graduate Teacher Programme 2 (GTP) in the previous year within the School of Education at NTU. This paper thus builds on existing research into ePortfolios in teacher education and explores a new area of development by examining how and if the ePortfolio can be extended into the NQT year. The research draws on key theories: identity, self-regulation leading to self-efficacy, and situated learning; th...

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Avoiding the Pitfalls: Current Practices and Recommendations for Eportfolios in Higher Education

Cited by 26 publications

References 22 publications

Authentic Assessment Design in Accounting Courses: A Literature Review

Authentic Assessment Design in Accounting Courses: A Literature Review

Three Key Conditions to Revitialise an ePortfolio Program in Response to Increasing Regulation of Teacher Education

ePortfolios beyond pre-service teacher education: a new dawn?

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