Assessing Students' Success Through Use of ePortfolio
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Diane Wilcox, Sevinj Iskandarova, Oris Griffin, Jane Thall, James Madison University, United States
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper describes a study involving the use of ePortfolios in a graduate education program. The purpose of the study was to examine the extent to which the artifacts presented in the ePortfolios demonstrated students’ skill mastery and aligned with the program’s key objectives. As ePortfolios are increasingly being used by universities as a means for documenting student learning in programs, it is important to ascertain their utility as a measure of students’ skill mastery, and as a vehicle for demonstrating that the skills acquired map to program objectives. During the Fall 2016 semester, the researchers analyzed the ePortfolios of 20 students who were enrolled in a graduate level Portfolio class at James Madison University the prior year. The analysis showed that although there was variability among students’ mastery of specific program competencies, the skills demonstrated in their portfolio artifacts mapped directly to the program outcomes.
Citation
Wilcox, D., Iskandarova, S., Griffin, O. & Thall, J. (2017). Assessing Students' Success Through Use of ePortfolio. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1211-1214). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/177404/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
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The Role of Educational Media and Technology in Developing Countries (R.E.M.O.T.E)
Dibo Bashuna, Oris Griffin & Sevinj Iskandarova, James Madison University, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 38–42
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