Validation of competencies in e-portfolios: A qualitative analysis

Abstract

This paper uses the example of an Internet-based advanced studies course to show how the portfolio method, as a competence-based form of examination, can be integrated in a blended learning design. Within the framework of a qualitative analysis of project portfolios, we examined which competencies are documented and how students reflected on their competence development process using portfolios.Keywords: Competence development; competence-based assessment; e-portfolio IntroductionAlong with the Bologna process in Europe came the paradigm shift from input orientation (what shall be learned?) to outcome orientation (what should students be able to do?). This change required a reorganization of examination performances which focus on the competencies that are to be acquired. While the conversion of course organisation has been almost completed, competence-based assessment can be regarded as an "unsolved assignment" within the European context (Stratmann, Preußler, & Kerres, 2009 43At this stage, the conversion towards competence-based assessment has been realized only insufficiently. Methodological difficulties, which arise when measuring competencies (Erpenbeck & von Rosenstiel, 2003), are one reason for this lack. Weinert (2001) describes competencies as the cognitive abilities and skills to solve problems, which are innate in individuals or can be learned by them. In this sense, competencies involve motivational, volitional (intention-related), and social dispositions and abilities that allow the individual to successfully and responsibly solve problems in various situations. The interweaving of cognition and motivation is a characteristic feature of competent action (Weinert, 1996). A mechanism of competence development can then be expressed by self-directed learning (Knowles, 1975). The latter includes the learner setting goals independently, developing and testing plans and strategies in order to realise these goals, and learning from the resulting experiences. Accordingly, Erpenbeck and von Rosenstiel (2003) define competencies as self-organisational dispositions. Competence is therefore composed of knowledge, experiences, and abilities for the application and implementation of knowledge, strategies, abilities, and skills (Zawacki-Richter, Hasebrook, & Muckel, 2009). Similarly, Connell, Sheridan, and Gardner (2003) describe competencies as "realized abilities," which is exactly to the point. This performance in new, unpredictable contexts can be documented in order to make competencies visible and therefore assessable as well. In this context the essential difference between qualification and competence becomes especially visible. Traditionally, qualification documents a performance in an artificial situation, e.g., an examination in which knowledge is tested. However, competent action cannot be measured in such simulated test situations.

The effects of ePortfolio-based learning model on student self-regulated learning

“…They not only store achievements but also show the processes of reaching those achievements (Rao et al, 2012). ePortfolios are used to document competencies and examine how students reflected on their competency development process (Zawacki-Richter and Hanft, 2011). ePortfolios contain evidence of competencies, which are achieved during learning.…”

Holistic competence approach in tourism higher education: an exploratory study in Spain

“…As Winterton (2009) points out, growing academic interest in the nature of competence is confirmed by recent papers (e.g. Beckett, 2004;Brockmann, Clarke, & Winch, 2008;Gallifa & Garriga, 2010;Le Deist & Winterton, 2005;Mulder, 2007;Mulder et al, 2009;Ning & Downing, 2010;Tchibozo, 2011;Van Der Linden & Mendonça, 2006;Zawacki-Richter, Hanft, & Bäcker, 2011). There are still very few investigations based on a structural model (e.g.…”

The creative artistic portfolio and reporting by art education students on their student teaching

“…Definitions of the term portfolio emphasise that it is a specific collection of materials and documents, with the purpose of documenting a specific range of performance over a period of time (Powell, 2013). Portfolios can also be defined as a collection of documents/evidence that substantiate the achievements, skills, competencies, and learning accomplished by students within a given period of time (Zawacki-Richter et al, 2011). Portfolios are complex educational tools that require full integration into carefully crafted course designs (Love and Cooper 2004).…”