You are here:

Solving the Problem of Assessing E-Portfolios and Incorporating Peer Review
PROCEEDINGS

, , , , Auburn University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Kona, Hawaii, United States Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

This will be a discussion on the process of using and assessing e-portfolios in a Ph.D. level course for Preparing Future Faculty. The importance of having students build their teaching and research portfolios in a digital format in preparation for the job market will be demonstrated and examined how to properly assess the e-portfolio beyond the instructor’s view. Our portfolio process included: discussing the important components to the portfolio itself, a demonstration of how to build the e-portfolios, the process of actually constructing the e-portfolios, the instructors assessing the e-portfolios, and the consideration of the students being involved in peer evaluation of the e-portfolios. A rubric was developed to allow students to have the proper criteria to begin to assess the e-portfolio for content and visual appealing design while designing their own e-portfolios and to be able to incorporate the possibility of utilizing peer review as part of the process.

Citation

Gilbertson, B., Buschle-Diller, G., Hancock, E. & Chaudhury, S. (2015). Solving the Problem of Assessing E-Portfolios and Incorporating Peer Review. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 332-336). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 7, 2021 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Gambino, L.M. (2014). Putting E-Portfolios at the Center of Our Learning. Peer Review, 16(1), 1-7.
  2. Keller, C. (2013). E-Portfolios for Reflective Practice, Advocacy, and Professional Growth. School Library Monthly, 29(6), 8-10.
  3. Mummalaneni, V. (2014). Reflective Essay and E-Portfolio to Promote and Assess Student Learning in a Capstone Marketing Course. Marketing Education Review, 24(1), 43-46.
  4. Rafeldt, I.A., Bader, H.J., Lesnick Czarzasty, N., Freeman, E., Ouellet, E., & Snayd, J.M. (2014). Reflection Builds Twenty-First-Century Professionals. Peer Review, 16(1), 1-7.
  5. Schuurman, S., Berlin, S., Langlois, J., & Guevara, J. (2012). Mission Accomplished! The Development of a Competence-based E-portfolio Assessment Model. Assessment Update, 24(2), 1-14.
  6. Tzeng, J., & Chen, S. (2012). College students' intentions to use e-portfolios: From the perspectives of careercommitment status and weblog-publication behaviours. British Journal Of Educational Technology, 43(1), 163-176.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References