Abstract

This paper describes processes undertaken by Central Missouri State University's Department of Curriculum and Instruction to prepare teacher candidates to create Web-based professional portfolios, Central's expectations for content coverage within the electronic portfolios, and evaluation procedures. It also presents data on portfolio construction from three semesters. Central's electronic portfolio is a collection of evidence and/or artifacts and reflective statements that demonstrate intellectual and professional development in relation to competency-based education program outcomes in a multimedia format. The portfolio is formally evaluated at three levels during the candidate's education program for appearance, function, quality of artifact selection, intellectual elegance, depth of reflection, and completeness. Periodic self-review is also encouraged. Data collected over the three semesters indicate that comprehensive training (for students and faculty) related to portfolio construction is a key factor in reducing anxiety and frustration in compiling and evaluating web-based interactive portfolios. The data show that lack of information or understanding regarding the development of electronic portfolios presents an obstacle to candidates' constructive efforts toward building a portfolio. Informing candidates early and often of requirements and expectations for portfolio construction contributes to candidate success. (Contains 10 references.) (SM)

Citation

Lamson, S., Thomas, K.R., Aldrich, J. & King, A. (2001). Assessing Pre-Service Candidates' Web-Based Electronic Portfolios. Presented at Association of Teacher Educators Annual Meeting 2001. Retrieved February 22, 2020 from https://www.learntechlib.org/p/93939/.

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Keywords

• Computer Uses in Education
• Elementary Secondary Education
• EVALUATION METHODS
• higher education
• Portfolio Assessment
• Portfolios (Background Materials)
• preservice teacher education
• Student Teacher Evaluation
• student teachers
• World Wide Web