Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning

Mudau, Patience Kelebogile

doi:10.12973/ijem.8.1.81

Cited by 9 publications

(3 citation statements)

References 28 publications

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“…Perception of instructors on authentic assessment to competences acquisition has been observed to be positive in that they believe the uses of authentic assessment tools may lead to competences acquisition among undergraduate prospective science teachers (Holisah & Umam, 2021;Huang & Jiang, 2021;Schultz et al, 2022). For example, (Mardjuki, 2018;Mudau, 2022) perceive the use of authentic assessment to lead to competence acquisition since learners become autonomous in the process of learning. Based on the findings, the authentic assessment tools which were found to be commonly used include seminars, micro-teaching, projects, practical work, portfolios and fieldwork or teaching practice.…”

Section: Discussionmentioning

confidence: 99%

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Nyinge

2023

ejtas

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Authentic assessment is perceived differently by instructors about competence acquisition. Sometimes instructors perceive authentic assessment positively but when it comes to the implementation process they do not do it accordingly implying negative perception. The study involved six (6) instructors from two higher education institutions in Tanzania. The two institutions included; the College of Natural and Mathematics Sciences at the University of Dodoma and Mkwawa University College of Education, a constituent College of the University of Dar es Salaam. Data were collected by using semi-structured interviews and analysed thematically. The findings showed that instructors differed in perceptions in terms of the authentic assessment tools used. Instructors in education courses insisted on the use of portfolios, seminar presentation and microteaching as authentic assessment tools. Those in science subjects namely biology and chemistry insisted on the use of practical work and projects as authentic assessment tools. The use of authentic assessment tools was perceived to be both formative and summative though summative use appeared to be dominant. The competences which were perceived by instructors to be acquired from authentic assessment tools included content, pedagogical, and generic competences. The study is concluded by calling for clear policies on authentic assessment for all instructors to have a common perception on their uses concerning competences acquisition.

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Section: Discussionmentioning

confidence: 99%

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Nyinge

2023

ejtas

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“…The value of feedback varies according to how it is interpreted by the receiver and thus influences learning choices. Mudau (2021) focused on the students' views on the functionality of the e-portfolio as an alternative assessment in the e-learning process. The study was carried out with students who participated in the content related to the e-portfolio.…”

Section: Feedbackmentioning

confidence: 99%

Bibliometric Analysis of Applications Articles on Online Assessment Process

Yildiz

Çakmak

2023

International Journal of Educational Research Review

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The study aims to reveal the existing situation, deficiencies, and results of the applications in the online assessment process and to bring suggestions to researchers and practitioners. For this purpose, the studies on the applications carried out in the online assessment process were examined and analyzed and suggestions were made according to the results. The systematic literature review method was used in the study. The results were analyzed by reviewing the research in the literature with the research topic. The studies were brought together by examining the full texts of the studies included in the analysis, the applications used in the assessment process, and their results. The purpose of the study, the assessment process, and the results of the applications made in this process were examined in detail. These studies were then classified according to focus topics using NVivo 12 software. In addition, the research findings were included by using descriptive analysis. As a result, studies on online assessment are generally about the obstacles and experiences encountered in the assessment process. The technical infrastructure problems, accessibility, and technology literacy problems encountered in these studies are the default elements of online learning environments and must be resolved. By overcoming these problems completely, an in-depth examination of exam security and exam quality can be made. In addition, the negativities experienced in the assessment processes in applied fields are another problem encountered and it is a subject open to research.

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“…Educators at all levels use e-portfolios in their instructional practices to enhance teaching and learning, particularly in higher education settings. Many universities and colleges actively develop institution-wide e-portfolio programmes to document a student's college experience (Ismailov & Laurier, 2022;Mudau, 2022). Various researchers have characterised e-portfolios in different ways.…”

Section: Introductionmentioning

confidence: 99%

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

Zhang¹,

Tur²

2023

INT J EDUC METHODOL

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<p style="text-align: justify;">As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.</p>

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Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning

Cited by 9 publications

References 28 publications

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Instructors’ Perceptions of Authentic Assessment to Competences Acquisition among Undergraduate Prospective Science Teachers in Tanzania

Bibliometric Analysis of Applications Articles on Online Assessment Process

Collaborative e-Portfolios Use in Higher Education During the COVID-19 Pandemic: A Co-Design Strategy

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