MURAINA ALIU O. YRL/08/3060 YORUBA: GROUP 12Introduction Teacher preparation programs across the country are showing an increased interest in the use of electronic portfolios as valuable authentic assessment tools that can document students’ abilities and growth related to specifi c standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful, dynamic, and complete collection of materials and artifacts that demonstrate the effort, accomplishment, refl ection, and progress of a preservice student teacher in several areas of teaching. They engage students in authentic tasks in authentic contexts (Ring & Foti, 2003). The implementation of electronic portfolios in a preservice education curriculum requires a well-defi ned purpose, framework and standards that support the integration of technology into teaching and learning. The purpose and framework of portfolios can be achieved if conceived as a primary tool for examining growth and development related to the specifi c standards and competencies. According to Campbell, Cignetti, Melenyzer, Nettles and Wyman (2001), the use of the portfolio during preservice education: a) Allows the student to understand the teaching profession by refl ecting on the practice of aligning artifacts with the teaching standards. b) Allows the student to “self-understand” and refl ect upon the underlying rationale for creating a portfolio, namely, to engage in the process of authentic assessment. This process provides the opportunity to record the growth over time, ascertain measures of Assessment of Preservice Teachers’ Web-Based Electronic Portfolios Jaime Curts Jeanne Yanes Buford McWright Jaime Curts and Jeanne Yanes are Assistant Professors in the College of Education at the University of Texas, Pan American, and Co-Directors of UTPA’s Preparing Tomorrow’s Teachers To Use Technology Project. Buford McWright is an Assistant Professor in the College of Education at the University of Texas, Pan American.
Teaching practice is an important phase of teacher education that provides opportunities for preservice teachers to reflect on their developing teaching philosophies and put them into action. This process helps preservice teachers to bridge the gap between theory and practice, to step into the professional teaching environment by sharing, cooperating, and collaborating with their more experienced peers, and to observe seasoned teachers in the classroom (McIntyre, Byrd, & Foxx, 1996; Darling-Hammond & Baratz-Snowden, 2007; Simpson, 2006).
This process includes three groups, preservice teachers, cooperating teachers, and university supervisors, who each have unique roles: Preservice teachers take the role of student teachers, the cooperating teachers act as models and mentors in the classroom, and university supervisors provide the necessary guidance and direction for preservice teachers (Goldsberry, 1998; Jonson, 2002; Wang & Odell, 2002). The significance of such supervision in this process has been explained by Darling-Hammond and Baratz-Snowden (2007). They argued that when preservice teachers are well supervised, they are better able to connect theory to practice, more readily develop teaching skills, and are more confident.
A pioneering project developed by the Massachusetts Institute of Technology, which provides freely available teaching materials on a Web site, is one example of the opportunities online education systems offer. These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.
The importance of communication between the three groups involved in teacher education is evident at the School of Education at Seattle University (Roddy, 1999) and the University of Houston (Pierson & McNeil, 2000), which used networked learning communities of lecturers, associate teachers, and students to enrich the field experience of student teachers. Likewise, an Australian study (Ballantyne & Mylonas, 2001) pinpointed the three-way partnership between the associate teacher, lecturer, and student, showing how the use of online material and discussion set within a mentor model might help bridge the gap between the institution and remote field experience sites by involving mentor teachers, lecturers, and students in online discussion. In another study, Jung, Galyon-Keramidas, Collins, and Ludlow (2006) investigated the effectiveness of online or interactive video delivery on preservice teachers’ professional development. Their findings showed that the observation and feedback provided through online video conferences satisfied the preservice teachers and contributed to their professional development. Likewise, Young and Lewis (2008) approved of the satisfaction and positive attitudes preservice teachers showed when their placements in distance education were supported with online programs.
Adedotun samuel ademola: matric no. Yrl\08\3007. Yoruba department. 400l. E-PORTFLIO: WHAT IS IT? E-portflio is a digitized collection of artificials including demostrations, resources, and accomplishements that represents an individuals,group,community organization, or institution. This collection can be comprised of text-based, graphic or multimedia elements archived on a web site or on other electronic media such as a CD-ROM,OR DVD. An e-portflio is more than a simple colletion, howeeve, it can also serve as an administrative tool to manage with different applications and control who can see or discuss the. The benefit of an electronic e-portflio typically derive from the exchange of ideas and feedback between the author and those who view and interact with the e-portflio. Inaddition, the authors or instructors personal reflection on the inside an e-portflio heips create a meaninful learning experiences. Types of e-portflio. 1 student portflio- this can be used to showcase accomplishment, it may be shared with a prospective employer or used to document specific learninng outcomes in a course and can include description,rationale. 2. Teaching e-portflio can be in a similar fashion, to showcase a faculty member's accomplishment for career related purpose. It can also be a collection of course or discipline-related plans, strategies, and artificials to be shared with colleagues, which often promotes improved teaching$learninng. 3 lnstitutional e-portflio-contains a wide variety of digitized representations that provides evidencet for self study and accreditation. 1:1HOW CAN IT BE INTEGRATED INTO TEACHING PREPARATION FOR PRE-SERVICES TEACHER. Teaching is a complex and challenging activities that cannot be accurately described by any since set goals, standards . What we are saying is that teaching is complex and before instructor can use it for effective teaching. The instructor must have skill about e-portflio,also the pre- service teacher must have experience about computer. New teacher keep lesson plans, evaluate, and communicating document in e-portflio to show their organisation, growth, and readiness for pre-service teacher. Using e-portflio make the learning easy for pre-service teacher,since all the document and information has already stored in e-portflio, lt could easy accessable. Instructor must create this e-portflio for himseif and use it to give out information to students like the blogs our DET lecturer create. This is best way we can integrate into teaching.
Adedotun samuel ademola: matric no. Yrl\08\3007. Yoruba department. 400l. E-PORTFLIO: WHAT IS IT? E-portflio is a digitized collection of artificials including demostrations, resources, and accomplishements that represents an individuals,group,community organization, or institution. This collection can be comprised of text-based, graphic or multimedia elements archived on a web site or on other electronic media such as a CD-ROM,OR DVD. An e-portflio is more than a simple colletion, howeeve, it can also serve as an administrative tool to manage with different applications and control who can see or discuss the. The benefit of an electronic e-portflio typically derive from the exchange of ideas and feedback between the author and those who view and interact with the e-portflio. Inaddition, the authors or instructors personal reflection on the inside an e-portflio heips create a meaninful learning experiences. Types of e-portflio. 1 student portflio- this can be used to showcase accomplishment, it may be shared with a prospective employer or used to document specific learninng outcomes in a course and can include description,rationale. 2. Teaching e-portflio can be in a similar fashion, to showcase a faculty member's accomplishment for career related purpose. It can also be a collection of course or discipline-related plans, strategies, and artificials to be shared with colleagues, which often promotes improved teaching$learninng. 3 lnstitutional e-portflio-contains a wide variety of digitized representations that provides evidencet for self study and accreditation. 1:1HOW CAN IT BE INTEGRATED INTO TEACHING PREPARATION FOR PRE-SERVICES TEACHER. Teaching is a complex and challenging activities that cannot be accurately described by any since set goals, standards . What we are saying is that teaching is complex and before instructor can use it for effective teaching. The instructor must have skill about e-portflio,also the pre- service teacher must have experience about computer. New teacher keep lesson plans, evaluate, and communicating document in e-portflio to show their organisation, growth, and readiness for pre-service teacher. Using e-portflio make the learning easy for pre-service teacher,since all the document and information has already stored in e-portflio, lt could easy accessable. Instructor must create this e-portflio for himseif and use it to give out information to students like the blogs our DET lecturer create. This is best way we can integrate into teaching.
AYEGBOKAN IGE FAITH YRL/08/3041 RESPONSE Teacher preparation programs across the country are showing an increased interest in the use of electronic portfolios as valuable authentic assessment tools that can document students’ abilities and growth related to specifi c standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful, dynamic, and complete collection of materials and artifacts that demonstrate the effort, accomplishment, refl ection, and progress of a preservice student teacher in several areas of teaching. They engage students in authentic tasks in authentic contexts (Ring & Foti, 2003). The implementation of electronic portfolios in a preservice education curriculum requires a well-defi ned purpose, framework and standards that support the integration of technology into teaching and learning. The purpose and framework of portfolios can be achieved if conceived as a primary tool for examining growth and development related to the specifi c standards and competencies. According to Campbell, Cignetti, Melenyzer, Nettles and Wyman (2001), the use of the portfolio during preservice education: a) Allows the student to understand the teaching profession by refl ecting on the practice of aligning artifacts with the teaching standards. b) Allows the student to “self-understand” and refl ect upon the underlying rationale for creating a portfolio, namely, to engage in the process of authentic assessment. This process provides the opportunity to record the growth over time, ascertain measures of Assessment of Preservice Teachers’ Web-Based Electronic Portfolios
ORUKOTAN KIKELOMOK. YRL/08/3088 RESPONSE Teaching practice is an important phase of teacher education that provides opportunities for preservice teachers to reflect on their developing teaching philosophies and put them into action. This process helps preservice teachers to bridge the gap between theory and practice, to step into the professional teaching environment by sharing, cooperating, and collaborating with their more experienced peers, and to observe seasoned teachers in the classroom (McIntyre, Byrd, & Foxx, 1996; Darling-Hammond & Baratz-Snowden, 2007; Simpson, 2006).
This process includes three groups, preservice teachers, cooperating teachers, and university supervisors, who each have unique roles: Preservice teachers take the role of student teachers, the cooperating teachers act as models and mentors in the classroom, and university supervisors provide the necessary guidance and direction for preservice teachers (Goldsberry, 1998; Jonson, 2002; Wang & Odell, 2002). The significance of such supervision in this process has been explained by Darling-Hammond and Baratz-Snowden (2007). They argued that when preservice teachers are well supervised, they are better able to connect theory to practice, more readily develop teaching skills, and are more confident.
The importance of communication between the three groups involved in teacher education is evident at the School of Education at Seattle University (Roddy, 1999) and the University of Houston (Pierson & McNeil, 2000), which used networked learning communities of lecturers, associate teachers, and students to enrich the field experience of student teachers. Likewise, an Australian study (Ballantyne & Mylonas, 2001) pinpointed the three-way partnership between the associate teacher, lecturer, and student, showing how the use of online material and discussion set within a mentor model might help bridge the gap between the institution and remote field experience sites by involving mentor teachers, lecturers, and students in online discussion. In another study, Jung, Galyon-Keramidas, Collins, and Ludlow (2006) investigated the effectiveness of online or interactive video delivery on preservice teachers’ professional development. Their findings showed that the observation and feedback provided through online video conferences satisfied the preservice teachers and contributed to their professional development. Likewise, Young and Lewis (2008) approved of the satisfaction and positive attitudes preservice teachers showed when their placements in distance education were supported with online programs. A pioneering project developed by the Massachusetts Institute of Technology, which provides freely available teaching materials on a Web site, is one example of the opportunities online education systems offer. These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.
OYEWOLE FUNMINIYI A. YRL/08/3091 YORUBA GROUP12 The use of portfolios to document teaching development and expertise has surged in recent years. Portfolios are now used for many purposes, including admission into teacher education programs, documenting student teaching, showing in-service development, interviewing, accreditation and, in the United States, certification by the National Board for Professional Teaching Standards (McLaughlin & Vogt, 1996). This study also indicates preservice teachers have positive attitudes toward electronic portfolios once they have created one. As in earlier studies (Bartlett, 2002, in press; Wilson, Wright, & Stallworth, 2003), these preservice teachers anticipated using their portfolios to reflect upon their teaching development, a worthwhile result that will undoubtedly make them better teachers, and to search for jobs.
Regarding instructional uses, preservice teachers in the present study were positive about showing their portfolios to the children in their classes. As in the studies cited previously, few believed they would have their own students create electronic portfolios. This finding warrants further research as to why preservice teachers’ enthusiasm for electronic portfolios did not carry into their own projected classroom use. Since they did not observe their mentor teachers using this type of assessment, the preservice teachers may have thought it was not feasible or practical as a school project.
E-portfolio is an aspect of educational technology. E-portfolio is a purposeful collection of information and digital artifacts that demonstrates development or evidences of learning outcomes,skills or competencies. It usually requires the synthesis of idea,self awareness and forward planning: with the potential for educational, developmental or other benfits. Teaching practice is an important phase of education that provides opportunties for preservice teachers to reflect on their teaching philosophies and put them into action. E-portfolio helps teachers bridge the gap between theory and practice, to step into professional teching environment by sharing co-operating and and collaboration with more exoerienced peers anf observe seasoned teachers in the classroom. It also helps has the potential to document each students learning history.
ADENIRAN AMIDU YOR/09/3008 YORUBA GROUP 12 WHAT IS PORTFOLIO ASSESSMENT?
In program evaluation as in other areas, a picture can be worth a thousand words. As an evaluation tool for community-based programs, we can think of a portfolio as a kind of scrapbook or photo album that records the progress and activities of the program and its participants, and showcases them to interested parties both within and outside of the program. While portfolio assessment has been predominantly used in educational settings to document the progress and achievements of individual children and adolescents, it has the potential to be a valuable tool for program assessment as well.
Many programs do keep such albums, or scrapbooks, and use them informally as a means of conveying their pride in the program, but most do not consider using them in a systematic way as part of their formal program evaluation. However, the concepts and philosophy behind portfolios can apply to community evaluation, where portfolios can provide windows into community practices, procedures, and outcomes, perhaps better than more traditional measures.
ortfolio assessment has become widely used in educational settings as a way to examine and measure progress, by documenting the process of learning or change as it occurs. Portfolios extend beyond test scores to include substantive descriptions or examples of what the student is doing and experiencing. Fundamental to "authentic assessment" or "performance assessment" in educational theory is the principle that children and adolescents should demonstrate, rather than tell about, what they know and can do (Cole, Ryan, & Kick, 1995). Documenting progress toward higher order goals such as application of skills and synthesis of experience requires obtaining information beyond what can be provided by standardized or norm-based tests. In "authentic assessment", information or data is collected from various sources, through multiple methods, and over multiple points in time (Shaklee, Barbour, Ambrose, & Hansford, 1997). Contents of portfolios (sometimes called "artifacts" or "evidence") can include drawings, photos, video or audio tapes, writing or other work samples, computer disks, and copies of standardized or program-specific tests. Data sources can include parents, staff, and other community members who know the participants or program, as well as the self-reflections of participants themselves. Portfolio assessment provides a practical strategy for systematically collecting and organizing such data.
SULE FAUSAT YRL/08/3099 GROUP12 PORTFOLIO ASSESSMENT IS MOST USEFUL FOR:
*Evaluating programs that have flexible or individualized goals or outcomes. For example, within a program with the general purpose of enhancing children's social skills, some individual children may need to become less aggressive while other shy children may need to become more assertive.
Each child's portfolio asseessment would be geared to his or her individual needs and goals.
*Allowing individuals and programs in the community (those being evaluated) to be involved in their own change and decisions to change.
*Providing information that gives meaningful insight into behavior and related change. Because portfolio assessment emphasizes the process of change or growth, at multiple points in time, it may be easier to see patterns.
*Providing a tool that can ensure communication and accountability to a range of audiences. Participants, their families, funders, and members of the community at large who may not have much sophistication in interpreting statistical data can often appreciate more visual or experiential "evidence" of success.
*Allowing for the possibility of assessing some of the more complex and important aspects of many constructs (rather than just the ones that are easiest to measure).
PORTFOLIO ASSESSMENT IS NOT AS USEFUL FOR:
*Evaluating programs that have very concrete, uniform goals or purposes. For example, it would be unneccessary to compile a portfolio of individualized "evidence" in a program whose sole purpose is full immunization of all children in a community by the age of five years. The required immunizations are the same, and the evidence is generally clear and straightforward.
*Allowing you to rank participants or programs in a quantitative or standardized way (although evaluators or program staff may be able to make subjective judgements of relative merit).
*Comparing participants or programs to standardized norms. While portfolios can (and often do) include some standardized test scores along with other kinds of "evidence", this is not the main purpose of the portfolio.
KASALI DEBORAH YRL/08/3057USING PORTFOLIO ASSESSMENT WITH THE STATE STRENGTHENING EVALUATION GUIDE
Tier 1 - Program Definition
Using portfolios can help you to document the needs and assets of the community of interest. Portfolios can also help you to clarify the identity of your program and allow you to document the "thinking" behind the development of and throughout the program. Ideally, the process of deciding on criteria for the portfolio will flow directly from the program objectives that have been established in designing the program. However, in a new or existing program where the original objectives are not as clearly defined as they need to be, program developers and staff may be able to clarify their own thinking by visualizing what successful outcomes would look like, and what they would accept as "evidence". Thus, thinking about portfolio criteria may contribute to clearer thinking and better definition of program objectives.
Tier 2 - Accountability
Critical to any form of assessment is accountability. In the educational arena for example, teachers are accountable to themselves, their students, and the families, the schools and society. The portfolio is an assessment practice that can inform all of these constituents. The process of selecting "evidence" for inclusion in portfolios involves ongoing dialogue and feedback between participants and service providers.
Tier 3 - Understanding and Refining
Portfolio assessment of the program or participants provides a means of conducting assessments throughout the life of the program, as the program addresses the evolving needs and assets of participants and of the community involved. This helps to maintain focus on the outcomes of the program and the steps necessary to meet them, while ensuring that the implementation is in line with the vision established in Tier 1.
Tier 4 - Progress Toward Outcomes
Items are selected for inclusion in the portfolio because they provide "evidence" of progress toward selected outcomes. Whether the outcomes selected are specific to individual participants or apply to entire communities, the portfolio documents steps toward achievement. Usually it is most helpful for this selection to take place at regular intervals, in the context of conferences or discussions among participants and staff.
ALAO OLAWALE T. YRL/08/3036 GROUP12 How Can Schools Help?
It is important to note that there are many environmental factors—poverty, neighborhood violence, family discord—that may contribute to student disengagement, but there are several interventions that school administrators can implement to reduce the effects of negative outside influences and in turn encourage positive student engagement in learning (Garcia-Reid et al., 2005; Warner, Weisst, & Krulak, 1999). Interventions such as increasing parental involvement, offering extracurricular activities, and improving school safety may enhance student engagement in the classroom. Increase Parental Involvement
Parental support is directly linked to student engagement in learning especially among African-American and Latino youth (Garcia-Reid et al, 2005; Richman, Rosenfeld, & Bowen, 1998). Therefore, schools must break down any barriers that impede parental involvement and work diligently to increase parental interaction at school and with their children’s schoolwork (Garcia-Reid et al., 2005). Schools can do this by creating a welcoming and inviting environment at the school for parents, providing opportunities for parents to collaborate with the school and/or teachers to identify support needs of the students, and keeping the lines of communication open. An example of open lines of communication is ensuring that schools with high English language learner or ethnic minority populations develop cultural and linguistically specific information (Garcia-Reid et al., 2005). However, it is important to note that parents do not have to be in the schools to be involved in their child’s learning; they can offer substantial support from home by reinforcing the importance of completing homework or attending classes. Additional information regarding this topic is available from The Center’s September 2006 newsletter, What Schools Want Parents to Know (www.centerforcsri.org/files/TheCenter_NL_Sept06.pdf).
E-portfolio is an aspect of educational technology. E-portfolio is a purposeful collection of information and digital artifacts that demonstrates development or evidences of learning outcomes,skills or competencies. It usually requires the synthesis of idea,self awareness and forward planning: with the potential for educational, developmental or other benfits. Teaching practice is an important phase of education that provides opportunties for preservice teachers to reflect on their teaching philosophies and put them into action. it could be used as a form of instrutional material by the teacher to enhance the process of teaching and learning. it will help them to have access to vital information related to their topic. It helps the students to be independent and think critically why use e portfolio. It also help the student teacher to the student works in other to know the strenght and weakness of them.
Name:Aliu Olusegun David Matric no:YOR/09/3031 Dept:Yoruba
Using portfolios can help you to document the needs and assets of the community of interest. Portfolios can also help you to clarify the identity of your program and allow you to document the "thinking" behind the development of and throughout the program. Ideally, the process of deciding on criteria for the portfolio will flow directly from the program objectives that have been established in designing the program. However, in a new or existing program where the original objectives are not as clearly defined as they need to be, program developers and staff may be able to clarify their own thinking by visualizing what successful outcomes would look like, and what they would accept as "evidence". Thus, thinking about portfolio criteria may contribute to clearer thinking and better definition of program objectives.
Tier 2 - Accountability
Critical to any form of assessment is accountability. In the educational arena for example, teachers are accountable to themselves, their students, and the families, the schools and society. The portfolio is an assessment practice that can inform all of these constituents. The process of selecting "evidence" for inclusion in portfolios involves ongoing dialogue and feedback between participants and service providers.
Tier 3 - Understanding and Refining
Portfolio assessment of the program or participants provides a means of conducting assessments throughout the life of the program, as the program addresses the evolving needs and assets of participants and of the community involved. This helps to maintain focus on the outcomes of the program and the steps necessary to meet them, while ensuring that the implementation is in line with the vision established in Tier 1.
Tier 4 - Progress Toward Outcomes
Items are selected for inclusion in the portfolio because they provide "evidence" of progress toward selected outcomes. Whether the outcomes selected are specific to individual participants or apply to entire communities, the portfolio documents steps toward achievement. Usually it is most helpful for this selection to take place at regular intervals, in the context of conferences or discussions among participants and staff.
NAME;OGUNBIYI SEUN JACOB MATRIC NO;YRL/08/3063 DEPT;YORUBA E-portfolio is also known as electronic portfolio.It is a collection of works developed across varied context overtime which can advance learning by providing students and or faculty with a way to organise,archive and display pieces of work.It is also a purposeful collection of information and digital artifacts that demonstrate development or evidences learning outcomes,skills or competencies. It can be integrated into teaching practice preparation for pre-service teachers in the following ways; It can be used for presentation through a number of different assignments,class studies. It can also be integrated through assessmentand accreditation in the documenting and organising of a college of story,goals and standards.It can be used in National Vocational Qualification. It helps to support all components of good RPL practice through effective evidencies capture and validation by establishing linkages to existing form of evidence and by complementing the conversational style of good RPL process through regular asynchronous dialogue
NAME: OGUNYANKINNU OLAYEMI BEATRICE MATRIC NO: YRL/08/3070 DEPT: YORUBA RESPONSE Teacher preparation programs across the country are showing an increased interest in the use of electronic portfolios as valuable authentic assessment tools that can document students’ abilities and growth related to specifi c standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful, dynamic, and complete collection of materials and artifacts that demonstrate the effort, accomplishment, refl ection, and progress of a preservice student teacher in several areas of teaching. They engage students in authentic tasks in authentic contexts (Ring & Foti, 2003). The implementation of electronic portfolios in a preservice education curriculum requires a well-defi ned purpose, framework and standards that support the integration of technology into teaching and learning. The purpose and framework of portfolios can be achieved if conceived as a primary tool for examining growth and development related to the specifi c standards and competencies. According to Campbell, Cignetti, Melenyzer, Nettles and Wyman (2001), the use of the portfolio during preservice education: a) Allows the student to understand the teaching profession by refl ecting on the practice of aligning artifacts with the teaching standards. b) Allows the student to “self-understand” and refl ect upon the underlying rationale for creating a portfolio, namely, to engage in the process of authentic assessment. This process provides the opportunity to record the growth over time, ascertain measures of Assessment of Preservice Teachers’ Web-Based Electronic Portfolios
MURAINA ALIU O. YRL/08/3060 YORUBA: GROUP 12Introduction
ReplyDeleteTeacher preparation programs across the country are showing an increased
interest in the use of electronic portfolios as valuable authentic assessment
tools that can document students’ abilities and growth related to specifi c
standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful,
dynamic, and complete collection of materials and artifacts that demonstrate
the effort, accomplishment, refl ection, and progress of a preservice student
teacher in several areas of teaching. They engage students in authentic tasks
in authentic contexts (Ring & Foti, 2003).
The implementation of electronic portfolios in a preservice education
curriculum requires a well-defi ned purpose, framework and standards that
support the integration of technology into teaching and learning. The
purpose and framework of portfolios can be achieved if conceived as a
primary tool for examining growth and development related to the specifi c
standards and competencies. According to Campbell, Cignetti, Melenyzer,
Nettles and Wyman (2001), the use of the portfolio during preservice
education:
a) Allows the student to understand the teaching profession by
refl ecting on the practice of aligning artifacts with the teaching
standards.
b) Allows the student to “self-understand” and refl ect upon the
underlying rationale for creating a portfolio, namely, to engage in
the process of authentic assessment. This process provides the
opportunity to record the growth over time, ascertain measures of
Assessment of Preservice Teachers’
Web-Based Electronic Portfolios
Jaime Curts
Jeanne Yanes
Buford McWright
Jaime Curts and Jeanne Yanes are Assistant Professors in the College of Education at
the University of Texas, Pan American, and Co-Directors of UTPA’s Preparing Tomorrow’s
Teachers To Use Technology Project.
Buford McWright is an Assistant Professor in the College of Education at the University
of Texas, Pan American.
NAME: USMAN, Ekundayo Idowu.
ReplyDeleteMatric No: YRL/08/3102.
Department: YORUBA, 400L.
Group 12.
Teaching practice is an important phase of teacher education that provides opportunities for preservice teachers to reflect on their developing teaching philosophies and put them into action. This process helps preservice teachers to bridge the gap between theory and practice, to step into the professional teaching environment by sharing, cooperating, and collaborating with their more experienced peers, and to observe seasoned teachers in the classroom (McIntyre, Byrd, & Foxx, 1996; Darling-Hammond & Baratz-Snowden, 2007; Simpson, 2006).
This process includes three groups, preservice teachers, cooperating teachers, and university supervisors, who each have unique roles: Preservice teachers take the role of student teachers, the cooperating teachers act as models and mentors in the classroom, and university supervisors provide the necessary guidance and direction for preservice teachers (Goldsberry, 1998; Jonson, 2002; Wang & Odell, 2002). The significance of such supervision in this process has been explained by Darling-Hammond and Baratz-Snowden (2007). They argued that when preservice teachers are well supervised, they are better able to connect theory to practice, more readily develop teaching skills, and are more confident.
A pioneering project developed by the Massachusetts Institute of Technology, which provides freely available teaching materials on a Web site, is one example of the opportunities online education systems offer. These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.
The importance of communication between the three groups involved in teacher education is evident at the School of Education at Seattle University (Roddy, 1999) and the University of Houston (Pierson & McNeil, 2000), which used networked learning communities of lecturers, associate teachers, and students to enrich the field experience of student teachers. Likewise, an Australian study (Ballantyne & Mylonas, 2001) pinpointed the three-way partnership between the associate teacher, lecturer, and student, showing how the use of online material and discussion set within a mentor model might help bridge the gap between the institution and remote field experience sites by involving mentor teachers, lecturers, and students in online discussion. In another study, Jung, Galyon-Keramidas, Collins, and Ludlow (2006) investigated the effectiveness of online or interactive video delivery on preservice teachers’ professional development. Their findings showed that the observation and feedback provided through online video conferences satisfied the preservice teachers and contributed to their professional development. Likewise, Young and Lewis (2008) approved of the satisfaction and positive attitudes preservice teachers showed when their placements in distance education were supported with online programs.
Adedotun samuel ademola: matric no. Yrl\08\3007. Yoruba department. 400l. E-PORTFLIO: WHAT IS IT? E-portflio is a digitized collection of artificials including demostrations, resources, and accomplishements that represents an individuals,group,community organization, or institution. This collection can be comprised of text-based, graphic or multimedia elements archived on a web site or on other electronic media such as a CD-ROM,OR DVD. An e-portflio is more than a simple colletion, howeeve, it can also serve as an administrative tool to manage with different applications and control who can see or discuss the. The benefit of an electronic e-portflio typically derive from the exchange of ideas and feedback between the author and those who view and interact with the e-portflio. Inaddition, the authors or instructors personal reflection on the inside an e-portflio heips create a meaninful learning experiences. Types of e-portflio. 1 student portflio- this can be used to showcase accomplishment, it may be shared with a prospective employer or used to document specific learninng outcomes in a course and can include description,rationale. 2. Teaching e-portflio can be in a similar fashion, to showcase a faculty member's accomplishment for career related purpose. It can also be a collection of course or discipline-related plans, strategies, and artificials to be shared with colleagues, which often promotes improved teaching$learninng. 3 lnstitutional e-portflio-contains a wide variety of digitized representations that provides evidencet for self study and accreditation. 1:1HOW CAN IT BE INTEGRATED INTO TEACHING PREPARATION FOR PRE-SERVICES TEACHER. Teaching is a complex and challenging activities that cannot be accurately described by any since set goals, standards . What we are saying is that teaching is complex and before instructor can use it for effective teaching. The instructor must have skill about e-portflio,also the pre- service teacher must have experience about computer. New teacher keep lesson plans, evaluate, and communicating document in e-portflio to show their organisation, growth, and readiness for pre-service teacher. Using e-portflio make the learning easy for pre-service teacher,since all the document and information has already stored in e-portflio, lt could easy accessable. Instructor must create this e-portflio for himseif and use it to give out information to students like the blogs our DET lecturer create. This is best way we can integrate into teaching.
ReplyDeleteAdedotun samuel ademola: matric no. Yrl\08\3007. Yoruba department. 400l. E-PORTFLIO: WHAT IS IT? E-portflio is a digitized collection of artificials including demostrations, resources, and accomplishements that represents an individuals,group,community organization, or institution. This collection can be comprised of text-based, graphic or multimedia elements archived on a web site or on other electronic media such as a CD-ROM,OR DVD. An e-portflio is more than a simple colletion, howeeve, it can also serve as an administrative tool to manage with different applications and control who can see or discuss the. The benefit of an electronic e-portflio typically derive from the exchange of ideas and feedback between the author and those who view and interact with the e-portflio. Inaddition, the authors or instructors personal reflection on the inside an e-portflio heips create a meaninful learning experiences. Types of e-portflio. 1 student portflio- this can be used to showcase accomplishment, it may be shared with a prospective employer or used to document specific learninng outcomes in a course and can include description,rationale. 2. Teaching e-portflio can be in a similar fashion, to showcase a faculty member's accomplishment for career related purpose. It can also be a collection of course or discipline-related plans, strategies, and artificials to be shared with colleagues, which often promotes improved teaching$learninng. 3 lnstitutional e-portflio-contains a wide variety of digitized representations that provides evidencet for self study and accreditation. 1:1HOW CAN IT BE INTEGRATED INTO TEACHING PREPARATION FOR PRE-SERVICES TEACHER. Teaching is a complex and challenging activities that cannot be accurately described by any since set goals, standards . What we are saying is that teaching is complex and before instructor can use it for effective teaching. The instructor must have skill about e-portflio,also the pre- service teacher must have experience about computer. New teacher keep lesson plans, evaluate, and communicating document in e-portflio to show their organisation, growth, and readiness for pre-service teacher. Using e-portflio make the learning easy for pre-service teacher,since all the document and information has already stored in e-portflio, lt could easy accessable. Instructor must create this e-portflio for himseif and use it to give out information to students like the blogs our DET lecturer create. This is best way we can integrate into teaching.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAYEGBOKAN IGE FAITH
ReplyDeleteYRL/08/3041
RESPONSE
Teacher preparation programs across the country are showing an increased
interest in the use of electronic portfolios as valuable authentic assessment
tools that can document students’ abilities and growth related to specifi c
standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful,
dynamic, and complete collection of materials and artifacts that demonstrate
the effort, accomplishment, refl ection, and progress of a preservice student
teacher in several areas of teaching. They engage students in authentic tasks
in authentic contexts (Ring & Foti, 2003).
The implementation of electronic portfolios in a preservice education
curriculum requires a well-defi ned purpose, framework and standards that
support the integration of technology into teaching and learning. The
purpose and framework of portfolios can be achieved if conceived as a
primary tool for examining growth and development related to the specifi c
standards and competencies. According to Campbell, Cignetti, Melenyzer,
Nettles and Wyman (2001), the use of the portfolio during preservice
education:
a) Allows the student to understand the teaching profession by
refl ecting on the practice of aligning artifacts with the teaching
standards.
b) Allows the student to “self-understand” and refl ect upon the
underlying rationale for creating a portfolio, namely, to engage in
the process of authentic assessment. This process provides the
opportunity to record the growth over time, ascertain measures of
Assessment of Preservice Teachers’
Web-Based Electronic Portfolios
ORUKOTAN KIKELOMOK.
ReplyDeleteYRL/08/3088
RESPONSE
Teaching practice is an important phase of teacher education that provides opportunities for preservice teachers to reflect on their developing teaching philosophies and put them into action. This process helps preservice teachers to bridge the gap between theory and practice, to step into the professional teaching environment by sharing, cooperating, and collaborating with their more experienced peers, and to observe seasoned teachers in the classroom (McIntyre, Byrd, & Foxx, 1996; Darling-Hammond & Baratz-Snowden, 2007; Simpson, 2006).
This process includes three groups, preservice teachers, cooperating teachers, and university supervisors, who each have unique roles: Preservice teachers take the role of student teachers, the cooperating teachers act as models and mentors in the classroom, and university supervisors provide the necessary guidance and direction for preservice teachers (Goldsberry, 1998; Jonson, 2002; Wang & Odell, 2002). The significance of such supervision in this process has been explained by Darling-Hammond and Baratz-Snowden (2007). They argued that when preservice teachers are well supervised, they are better able to connect theory to practice, more readily develop teaching skills, and are more confident.
The importance of communication between the three groups involved in teacher education is evident at the School of Education at Seattle University (Roddy, 1999) and the University of Houston (Pierson & McNeil, 2000), which used networked learning communities of lecturers, associate teachers, and students to enrich the field experience of student teachers. Likewise, an Australian study (Ballantyne & Mylonas, 2001) pinpointed the three-way partnership between the associate teacher, lecturer, and student, showing how the use of online material and discussion set within a mentor model might help bridge the gap between the institution and remote field experience sites by involving mentor teachers, lecturers, and students in online discussion. In another study, Jung, Galyon-Keramidas, Collins, and Ludlow (2006) investigated the effectiveness of online or interactive video delivery on preservice teachers’ professional development. Their findings showed that the observation and feedback provided through online video conferences satisfied the preservice teachers and contributed to their professional development. Likewise, Young and Lewis (2008) approved of the satisfaction and positive attitudes preservice teachers showed when their placements in distance education were supported with online programs.
A pioneering project developed by the Massachusetts Institute of Technology, which provides freely available teaching materials on a Web site, is one example of the opportunities online education systems offer. These systems have received considerable attention because they enhance interactivity and connectedness (Perraton, 2010). As a result, teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). These models have provided new instructional tools, such as asynchronous web support through emails or discussion lists and forums and synchronous teleconferencing or videoconferencing, especially in circumstances where students have a greater need for guidance and supervision.
OYEWOLE FUNMINIYI A.
ReplyDeleteYRL/08/3091
YORUBA
GROUP12
The use of portfolios to document teaching development and expertise has surged in recent years. Portfolios are now used for many purposes, including admission into teacher education programs, documenting student teaching, showing in-service development, interviewing, accreditation and, in the United States, certification by the National Board for Professional Teaching Standards (McLaughlin & Vogt, 1996). This study also indicates preservice teachers have positive attitudes toward electronic portfolios once they have created one. As in earlier studies (Bartlett, 2002, in press; Wilson, Wright, & Stallworth, 2003), these preservice teachers anticipated using their portfolios to reflect upon their teaching development, a worthwhile result that will undoubtedly make them better teachers, and to search for jobs.
Regarding instructional uses, preservice teachers in the present study were positive about showing their portfolios to the children in their classes. As in the studies cited previously, few believed they would have their own students create electronic portfolios. This finding warrants further research as to why preservice teachers’ enthusiasm for electronic portfolios did not carry into their own projected classroom use. Since they did not observe their mentor teachers using this type of assessment, the preservice teachers may have thought it was not feasible or practical as a school project.
NAME: LAWAL BOLA M
ReplyDeleteMATRIC NUMBER: YRL/08/3059
E-portfolio is an aspect of educational technology. E-portfolio is a purposeful collection of information and digital artifacts that demonstrates development or evidences of learning outcomes,skills or competencies. It usually requires the synthesis of idea,self awareness and forward planning: with the potential for educational, developmental or other benfits.
Teaching practice is an important phase of education that provides opportunties for preservice teachers to reflect on their teaching philosophies and put them into action.
E-portfolio helps teachers bridge the gap between theory and practice, to step into professional teching environment by sharing co-operating and and collaboration with more exoerienced peers anf observe seasoned teachers in the classroom. It also helps has the potential to document each students learning history.
ADENIRAN AMIDU
ReplyDeleteYOR/09/3008
YORUBA
GROUP 12
WHAT IS PORTFOLIO ASSESSMENT?
In program evaluation as in other areas, a picture can be worth a thousand words. As an evaluation tool for community-based programs, we can think of a portfolio as a kind of scrapbook or photo album that records the progress and activities of the program and its participants, and showcases them to interested parties both within and outside of the program. While portfolio assessment has been predominantly used in educational settings to document the progress and achievements of individual children and adolescents, it has the potential to be a valuable tool for program assessment as well.
Many programs do keep such albums, or scrapbooks, and use them informally as a means of conveying their pride in the program, but most do not consider using them in a systematic way as part of their formal program evaluation. However, the concepts and philosophy behind portfolios can apply to community evaluation, where portfolios can provide windows into community practices, procedures, and outcomes, perhaps better than more traditional measures.
ortfolio assessment has become widely used in educational settings as a way to examine and measure progress, by documenting the process of learning or change as it occurs. Portfolios extend beyond test scores to include substantive descriptions or examples of what the student is doing and experiencing. Fundamental to "authentic assessment" or "performance assessment" in educational theory is the principle that children and adolescents should demonstrate, rather than tell about, what they know and can do (Cole, Ryan, & Kick, 1995). Documenting progress toward higher order goals such as application of skills and synthesis of experience requires obtaining information beyond what can be provided by standardized or norm-based tests. In "authentic assessment", information or data is collected from various sources, through multiple methods, and over multiple points in time (Shaklee, Barbour, Ambrose, & Hansford, 1997). Contents of portfolios (sometimes called "artifacts" or "evidence") can include drawings, photos, video or audio tapes, writing or other work samples, computer disks, and copies of standardized or program-specific tests. Data sources can include parents, staff, and other community members who know the participants or program, as well as the self-reflections of participants themselves. Portfolio assessment provides a practical strategy for systematically collecting and organizing such data.
SULE FAUSAT
ReplyDeleteYRL/08/3099
GROUP12
PORTFOLIO ASSESSMENT IS MOST USEFUL FOR:
*Evaluating programs that have flexible or individualized goals or outcomes. For example, within a program with the general purpose of enhancing children's social skills, some individual children may need to become less aggressive while other shy children may need to become more assertive.
Each child's portfolio asseessment would be geared to his or her individual needs and goals.
*Allowing individuals and programs in the community (those being evaluated) to be involved in their own change and decisions to change.
*Providing information that gives meaningful insight into behavior and related change. Because portfolio assessment emphasizes the process of change or growth, at multiple points in time, it may be easier to see patterns.
*Providing a tool that can ensure communication and accountability to a range of audiences. Participants, their families, funders, and members of the community at large who may not have much sophistication in interpreting statistical data can often appreciate more visual or experiential "evidence" of success.
*Allowing for the possibility of assessing some of the more complex and important aspects of many constructs (rather than just the ones that are easiest to measure).
PORTFOLIO ASSESSMENT IS NOT AS USEFUL FOR:
*Evaluating programs that have very concrete, uniform goals or purposes. For example, it would be unneccessary to compile a portfolio of individualized "evidence" in a program whose sole purpose is full immunization of all children in a community by the age of five years. The required immunizations are the same, and the evidence is generally clear and straightforward.
*Allowing you to rank participants or programs in a quantitative or standardized way (although evaluators or program staff may be able to make subjective judgements of relative merit).
*Comparing participants or programs to standardized norms. While portfolios can (and often do) include some standardized test scores along with other kinds of "evidence", this is not the main purpose of the portfolio.
KASALI DEBORAH
ReplyDeleteYRL/08/3057USING PORTFOLIO ASSESSMENT WITH THE STATE STRENGTHENING EVALUATION GUIDE
Tier 1 - Program Definition
Using portfolios can help you to document the needs and assets of the community of interest. Portfolios can also help you to clarify the identity of your program and allow you to document the "thinking" behind the development of and throughout the program. Ideally, the process of deciding on criteria for the portfolio will flow directly from the program objectives that have been established in designing the program. However, in a new or existing program where the original objectives are not as clearly defined as they need to be, program developers and staff may be able to clarify their own thinking by visualizing what successful outcomes would look like, and what they would accept as "evidence". Thus, thinking about portfolio criteria may contribute to clearer thinking and better definition of program objectives.
Tier 2 - Accountability
Critical to any form of assessment is accountability. In the educational arena for example, teachers are accountable to themselves, their students, and the families, the schools and society. The portfolio is an assessment practice that can inform all of these constituents. The process of selecting "evidence" for inclusion in portfolios involves ongoing dialogue and feedback between participants and service providers.
Tier 3 - Understanding and Refining
Portfolio assessment of the program or participants provides a means of conducting assessments throughout the life of the program, as the program addresses the evolving needs and assets of participants and of the community involved. This helps to maintain focus on the outcomes of the program and the steps necessary to meet them, while ensuring that the implementation is in line with the vision established in Tier 1.
Tier 4 - Progress Toward Outcomes
Items are selected for inclusion in the portfolio because they provide "evidence" of progress toward selected outcomes. Whether the outcomes selected are specific to individual participants or apply to entire communities, the portfolio documents steps toward achievement. Usually it is most helpful for this selection to take place at regular intervals, in the context of conferences or discussions among participants and staff.
ALAO OLAWALE T.
ReplyDeleteYRL/08/3036
GROUP12
How Can Schools Help?
It is important to note that there are many environmental factors—poverty, neighborhood violence, family discord—that may contribute to student disengagement, but there are several interventions that school administrators can implement to reduce the effects of negative outside influences and in turn encourage positive student engagement in learning (Garcia-Reid et al., 2005; Warner, Weisst, & Krulak, 1999). Interventions such as increasing parental involvement, offering extracurricular activities, and improving school safety may enhance student engagement in the classroom.
Increase Parental Involvement
Parental support is directly linked to student engagement in learning especially among African-American and Latino youth (Garcia-Reid et al, 2005; Richman, Rosenfeld, & Bowen, 1998). Therefore, schools must break down any barriers that impede parental involvement and work diligently to increase parental interaction at school and with their children’s schoolwork (Garcia-Reid et al., 2005). Schools can do this by creating a welcoming and inviting environment at the school for parents, providing opportunities for parents to collaborate with the school and/or teachers to identify support needs of the students, and keeping the lines of communication open. An example of open lines of communication is ensuring that schools with high English language learner or ethnic minority populations develop cultural and linguistically specific information (Garcia-Reid et al., 2005). However, it is important to note that parents do not have to be in the schools to be involved in their child’s learning; they can offer substantial support from home by reinforcing the importance of completing homework or attending classes. Additional information regarding this topic is available from The Center’s September 2006 newsletter, What Schools Want Parents to Know (www.centerforcsri.org/files/TheCenter_NL_Sept06.pdf).
NAME: KASALI DEBORAH RISIKAT
ReplyDeleteMATRIC NUMBER: YRL/08/3057
DEPT: YORUBA
E-portfolio is an aspect of educational technology. E-portfolio is a purposeful collection of information and digital artifacts that demonstrates development or evidences of learning outcomes,skills or competencies. It usually requires the synthesis of idea,self awareness and forward planning: with the potential for educational, developmental or other benfits.
Teaching practice is an important phase of education that provides opportunties for preservice teachers to reflect on their teaching philosophies and put them into action.
it could be used as a form of instrutional material by the teacher to enhance the process of teaching and learning.
it will help them to have access to vital information related to their topic. It helps the students to be independent and think critically why use e portfolio. It also help the student teacher to the student works in other to know the strenght and weakness of them.
Name:Aliu Olusegun David
ReplyDeleteMatric no:YOR/09/3031
Dept:Yoruba
Using portfolios can help you to document the needs and assets of the community of interest. Portfolios can also help you to clarify the identity of your program and allow you to document the "thinking" behind the development of and throughout the program. Ideally, the process of deciding on criteria for the portfolio will flow directly from the program objectives that have been established in designing the program. However, in a new or existing program where the original objectives are not as clearly defined as they need to be, program developers and staff may be able to clarify their own thinking by visualizing what successful outcomes would look like, and what they would accept as "evidence". Thus, thinking about portfolio criteria may contribute to clearer thinking and better definition of program objectives.
Tier 2 - Accountability
Critical to any form of assessment is accountability. In the educational arena for example, teachers are accountable to themselves, their students, and the families, the schools and society. The portfolio is an assessment practice that can inform all of these constituents. The process of selecting "evidence" for inclusion in portfolios involves ongoing dialogue and feedback between participants and service providers.
Tier 3 - Understanding and Refining
Portfolio assessment of the program or participants provides a means of conducting assessments throughout the life of the program, as the program addresses the evolving needs and assets of participants and of the community involved. This helps to maintain focus on the outcomes of the program and the steps necessary to meet them, while ensuring that the implementation is in line with the vision established in Tier 1.
Tier 4 - Progress Toward Outcomes
Items are selected for inclusion in the portfolio because they provide "evidence" of progress toward selected outcomes. Whether the outcomes selected are specific to individual participants or apply to entire communities, the portfolio documents steps toward achievement. Usually it is most helpful for this selection to take place at regular intervals, in the context of conferences or discussions among participants and staff.
NAME;OGUNBIYI SEUN JACOB
ReplyDeleteMATRIC NO;YRL/08/3063
DEPT;YORUBA
E-portfolio is also known as electronic portfolio.It is a collection of works developed across varied context overtime which can advance learning by providing students and or faculty with a way to organise,archive and display pieces of work.It is also a purposeful collection of information and digital artifacts that demonstrate development or evidences learning outcomes,skills or competencies.
It can be integrated into teaching practice preparation for pre-service teachers in the following ways;
It can be used for presentation through a number of different assignments,class studies.
It can also be integrated through assessmentand accreditation in the documenting and organising of a college of story,goals and standards.It can be used in National Vocational Qualification.
It helps to support all components of good RPL practice through effective evidencies capture and validation by establishing linkages to existing form of evidence and by complementing the conversational style of good RPL process through regular asynchronous dialogue
NAME: OGUNYANKINNU OLAYEMI BEATRICE
ReplyDeleteMATRIC NO: YRL/08/3070
DEPT: YORUBA
RESPONSE
Teacher preparation programs across the country are showing an increased
interest in the use of electronic portfolios as valuable authentic assessment
tools that can document students’ abilities and growth related to specifi c
standards (Bartlet, A., 2002). Portfolios provide an integrated, purposeful,
dynamic, and complete collection of materials and artifacts that demonstrate
the effort, accomplishment, refl ection, and progress of a preservice student
teacher in several areas of teaching. They engage students in authentic tasks
in authentic contexts (Ring & Foti, 2003).
The implementation of electronic portfolios in a preservice education
curriculum requires a well-defi ned purpose, framework and standards that
support the integration of technology into teaching and learning. The
purpose and framework of portfolios can be achieved if conceived as a
primary tool for examining growth and development related to the specifi c
standards and competencies. According to Campbell, Cignetti, Melenyzer,
Nettles and Wyman (2001), the use of the portfolio during preservice
education:
a) Allows the student to understand the teaching profession by
refl ecting on the practice of aligning artifacts with the teaching
standards.
b) Allows the student to “self-understand” and refl ect upon the
underlying rationale for creating a portfolio, namely, to engage in
the process of authentic assessment. This process provides the
opportunity to record the growth over time, ascertain measures of
Assessment of Preservice Teachers’
Web-Based Electronic Portfolios