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Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 26, Number 3, ISSN 2153-2974

Abstract

With the explosive growth of e-portfolios in teacher preparation programs, it is essential for administration and other relevant stakeholders to understand the student perspective of e-portfolios' organizational uses. This article describes the validation of the modified Electronic Portfolio Student Perspective Instrument (EPSPI). The analysis includes descriptive analyses, exploratory factor analysis, and internal consistency reliability analyses. The article also reports the second major data collection effort involving preservice teachers (N = 224) in a southeastern public university. Results suggest that student perspectives toward e-portfolios are multidimensional, involving four distinct and highly internally consistent underlying constructs accounting for 69% of the cumulative variability: learning, assessment, visibility, and support. This research provides further evidence that the EPSPI is a reliable measurement system. Recommendations for future research are provided. (Contains 5 tables and 2 figures.)

Citation

Ritzhaupt, A.D., Ndoye, A. & Parker, M.A. (2010). Validation of the Electronic Portfolio Student Perspective Instrument (EPSPI): Conditions under a Different Integration Initiative. Journal of Digital Learning in Teacher Education, 26(3), 111-119. Retrieved December 10, 2019 from .

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