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The Role of Technology in the Portfolio-as-Learning-Tool versus the Portfolio-as-Assessment- System Debate
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, New York University, United States

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: In this paper, I will present findings of survey research suggesting that for portfolio designers in teacher education programs concerned with accreditation, the process of developing a portfolio framework and selecting and configuring electronic portfolio tools is greatly influenced by the need to develop an assessment system that can track and analyze data for large groups of students. Less attention is paid to the attributes of electronic portfolio tools that support learning. Using a sociocultural perspective, this paper proposes a framework for how we can study the question of how technology impacts this trend. In addition, I will present a research agenda that will provide answers as to how portfolio designers can use technology to better support student engagement, substantive dialogue, and ownership in portfolio development process, while still keeping in view the needs of the institution to develop an assessment management system within their portfolio framework.

Citation

Bouwmeester, M. (2005). The Role of Technology in the Portfolio-as-Learning-Tool versus the Portfolio-as-Assessment- System Debate. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2177-2181). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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