Portfolio of Evidence: An Assessment Tool in Promoting Geometry Achievement among Teacher Education College Students

Abstract

Background-This article reports contributions of an assessment tool called Portfolio of Evidence (PE) in learning college geometry.Material and methods-Two classes of second-year students from one Ethiopian teacher education college, assigned into Treatment and Comparison classes, were participated. The assessment tools used in the Treatment and Comparison classes were PE and paperand-pencil, respectively. Data sources were scores of: Self-/Teacher-Assessment Rubric (STAR); Mathematical test measuring Skills, Properties, Uses, and Representations (SPUR); and Learning and Study Strategies Inventory-High School Version (LASSI-HS). Results-Comparison of students' Self-and Teacher-Assessment data showed that students in the Treatment Class were able to assess their own learning and progress as authentically as the teacher. Analyses of SPUR data revealed that the learning gains among the students in the Treatment Class were significantly greater than that of the Comparison class in tests requiring higher order thinking (p ≤ 0.05). Analyses of LASSI-HS showed that students in the Treatment Class made more statistically significant shifts towards demonstrating supportive learning behaviors and towards abandoning inhibiting behaviors than those in the Comparison Class (p ≤ 0.05). Conclusions-Thus, effective integration of PE in the instructional process helped students develop reflective thinking and other metacognitive skills and solve real-life problems that demand higher order thinking.

A look over students’ shoulders when learning mathematics in home-schooling

“…Sasai, 2017) as well as positive results specific to mathematics (e.g. Mahayukti et al, 2018;Weldeana & Sbhatu, 2017). Sasai (2017) showed a positive correlation between using ePortfolios and self-regulated learning skills, and Weldeana and Sbhatu ( 2017) could demonstrate in their study that when learning mathematics with ePortfolios, students can achieve higher learning performance in higher-order thinking tasks.…”

“…Learning as a reflexive process also requires a changed role for teachers and their practice of constructivist and socio-constructivist learning principles. Teachers serving as guides can be found in numerous descriptions of modern mathematics teaching approaches (Schallert & Weinhandl, 2019;Weldeana & Sbhatu, 2017). As described above, modern educational practices, involving constructivist or socio-constructivist methods and technologies are crucial in our study contributing to making schools more like skholé.…”

The effectiveness of using portfolio assessment in lecture by controlling mathematical logical intelligence

“…Weldeana & Sbhatu in [18] said that effective integration portfolio of evidence in learning college geometry in the instructional process helped students develop reflective thinking and other metacognitive skills and solve real-life problems that demand higher order thingking.…”