Impact of e-portfolios on teacher assessment and student performance on learning science concepts in kindergarten

Habeeb, Kawthar M.; Ali, Ebrahim

doi:10.1007/s10639-018-9846-8

Cited by 11 publications

(11 citation statements)

References 14 publications

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“…Teachers can easily check the weaknesses of students and also what the strengths, talents and interests of students are through analyzing each student's assignment. Furthermore, in principle 7 regarding the role of portfolio assessment as a form of student development process also received approval from the majority of teachers, they realized that portfolios were a powerful tool to determine the level of student development [23]. However, some teachers also argued that a portfolio assessment is more appropriate if it is called a progress note, or student development archive.…”

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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This research is a case study that seeks to reveal teachers' perceptions of portfolio assessment in primary schools in Indonesia. The research sample was 20 elementary school teachers in Central Java Province, Indonesia, representing senior teachers, master teachers, young teachers, and junior teachers. Data collection used depth interviews which were designed based on 10 powerful portfolio assessment principles. Qualitative data analysis was performed using interactive data analysis which included condensation data, display data, and conclusion. The results were showed that 6 of 10 principles of portfolio assessment were approved by the majority of teachers, while others were not. Two principles, namely the effectiveness of time and energy (principle 2) and portfolios as a new learning perspective (principle 8) are rejected by most teachers in Indonesia. The two other principles, namely the importance of teacher cooperation in portfolio assessment (principle 3) and the role of portfolio assessment as self-evaluation (principle 9) received low approval scores. The obstacles for the teacher to carry out the portfolio assessment are the problem of the length of time it takes, the large number of elementary school students in a class, and the teacher's low insight into portfolio assessment. Research recommendations are that the success of portfolio assessment will be achieved if it is carried out in a structured and sustainable manner; it is necessary to carry out training and monitoring of teacher performance to maximize assessment, learning and evaluation of learning; and the need to adapt the e-portfolio assessment for primary schools.

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Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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“…In the study carried out by Amir, Ismail, & Hussin (2011) with the participation of 80 students taking English language teaching course, they analyzed the questionnaire and blog entry records and concluded that blogs improve learners' collaborative writing skills while promoting high autonomy in peer interaction. E-portfolios offer not only a collaborative learning environment for learners (Habeeb & Ebrahim, 2019;Lam, 2020) but also support their career development (Luchoomun et al, 2010). In the study conducted by Jimoyiannis & Tsiotakis (2016) with the participation of 24 undergraduate students, it was found out that e-portfolios increase motivation and engagement by supporting learners' collaborative studies.…”

Section: Conversation and Collaboration Toolsmentioning

confidence: 99%

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Çakır

Bahadır

Tüfekci

2021

Designs for Learning

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Design-based learning (DBL) enables 21st-century skills to be gained through design-oriented production processes. Jonassen's "Designing Constructivist Learning Environments framework" (CLEs) is a suitable model for designing a DBL environment. In such learning environments, students must have a certain level of information and communication technology (ICT) competencies in order to achieve learning goals. The aim of the study is to build on ICT competency areas that are likely to be used in each phase of CLEs and to develop a scale in order to assess the usage of these technologies by students. The study is of importance in terms of enabling teachers to evaluate learners and themselves technologically before education starts in such an environment. Literature review, expert opinion, and focus group interview were conducted to develop the scale. In order to determine the construct validity of the scale, principal component analysis was conducted for each technology competency area identified on the scale. As a result of the analysis, it was determined that the Cronbach's alpha values of the subscales of the measuring tool were between 0.817 and 0.993. Cronbach's alpha values above 0.80 indicate that the scale is adequately valid and reliable (Cronbach & Meehl, 1956). In line with these results, the "Design-based learning environments technological competencies scale" is considered being a suitable tool for assessing the ICT competency of teachers and students before starting teaching in learning environments based on the constructivist approach.

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“…On the other hand, the Ministry of Education (MOE) dedicates massive preparations for the examinations process, especially the final examinations for the twelfth grade every year. e department of examinations at the MOE is led by a committee of technical supervisors who are tasked to formulate, review, and produce highly precise questions for each core subject [7]. Yet, these examinations are produced by the same supervisors who created the curriculum and assessed the teachers which is one of the rationales to analyze the examinations and understand the summative assessment in Kuwait.…”

Section: Secondary School Final Examination Contextsmentioning

confidence: 99%

“…Instead of teaching for learning and understanding, the current situation pushes toward becoming a test-advocate that evaluates students temporarily based on memorizing disjointed information to pass the tests. Unfortunately, the aim of the learning outcomes is linked to passing tests with high scores for students, parents, and teachers [7].…”

Section: Secondary School Final Examination Contextsmentioning

confidence: 99%

“…e focus of this research is to study the examination questions based on Bloom's cognitive levels and the educational goals in order to create a benchmark for future studies and development in the examinations system. Science has been chosen as a subject of exploration not only because it is a core subject but also because it is considered as an interdisciplinary subject being taught in its three different fields (chemistry, biology, and physics); teaching science is a national priority in Kuwait and it is part of the educational reform plans [7].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis Based on the Three Objective Educational Domains for Final Summative Secondary Examinations of Science Subject (Chemistry, Physics, and Biology)

Alhashem

Agha²

2020

Education Research International

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The aim of this study is to determine the representation of the areas of educational objectives (cognitive, psychomotor, and emotional) measured by the science, chemistry, physics, and biology (2018-2019) examination questions in the State of Kuwait (objective, categorical) and the availability of science operations. Content analysis was used as a method to analyze the final examinations in the lens of the three educational objectives domains. The results of the study showed that the number of questions of the science subjects (chemistry, physics, and biology) for the second semester of the academic year 2018-2019 was 136 questions as 46, 48, and 42and that the average of all questions focused on questions related to lower cognitive levels. The study concluded with a set of recommendations to develop the process of final examinations for secondary schools and to rethink about the process of evaluating students with science concepts rather than limiting the subjects to sets of information from textbooks.

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Impact of e-portfolios on teacher assessment and student performance on learning science concepts in kindergarten

Cited by 11 publications

References 14 publications

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments

Analysis Based on the Three Objective Educational Domains for Final Summative Secondary Examinations of Science Subject (Chemistry, Physics, and Biology)

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