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This study aims to investigate university preparatory class students&rsquo / attitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects. For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo / attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio. The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.

The focus of this dissertation is the pupil's portfolio, primarily in electronic portfolio form, and its use in education. The research study considers that the e-portfolio as a means of support for evaluation has considerable didactic potential and its implementation into learning and teaching could improve the effects of evaluation, as well as fostering pupil's self-assessment and self-reflection. The study deals with the definition of the pupil's portfolio as a didactic means of support for evaluation; the structure and functional specifications are identified, and there is verification of ways of using an electronic portfolio as a tool for pupil's self-assessment and self-reflection. Both practical and theoretical methods were used in this study in order to verify if and under what conditions an electronic portfolio can be used to enhance the quality of evaluation in schools and to support the processes and outcomes of pupil's evaluation, self-assessment and self-reflection within the school environment. By developing further the concept of a pupil's portfolio this thesis seeks to contribute to the development of pedagogy, specifically in the area of didactics and in evaluation in schools.

Aquesta tesis informa de la implementació d’un projecte de portafoli electrònic en els estudis de Grau d’Educació Infantil de la Universitat de las Illes Balears a la seu d’Eivissa. Durant els quatre cursos de la seva formació, l’alumnat documenta el seu procés d’aprenentatge usant eines de la Web 2.0 com blocs per la construcció del seu eportafoli i, una gran varietat d’altres eines per la construcció d’artefactes. La investigació sobre aquest projecte se centra en els dos primers cursos de la seva implementació experimental. La revisió de la literatura compren el tema de la Web 2.0 i els eportafolis. Les dades obtingudes mostren l’evolució positiva de la quantitat i qualitat del treball de l’alumnat en els seus eportafolis. Les entrevistes mostren les percepcions d’alumnat i professorat sobre els eportafolis i el rol de la tecnologia en l’educació. Les dades recollides fan palès una major dificultat en el procés de reflexió que no en l’ús de la tecnologia. Finalment, les conclusions també destaquen la relació de l’eportafoli i el PLE i, les possibilitats i limitacions de la Web 2.0 per la construcció d’ eportafolis i per l’ampliacó del PLE. / Esta tesis informa de la implementación de un proyecto de portafolio electrónico en los estudios de Grado de Educación Infantil de la Universidad de las Islas Baleares en la sede de Ibiza. Durante los cuatro cursos de su formación, el alumnado documenta su proceso de aprendizaje usando herramienta de la Web 2.0 como blogs para la construcción de su eportafolio y una gran variedad de herramientas para la construcción de artefactos. La investigación sobre este proyecto se centra en los dos primeros cursos de su implementación experimental. La revisión de la literatura comprende el tema de la Web 2.0 y los eportafolios. Los datos obtenidos muestran la evolución positiva de la cantidad y calidad del trabajo del alumnado en sus eportafolios. Las entrevistas muestran las percepciones de alumnado y profesorado sobre los eportafolios y el rol de la tecnología en la educación. Los datos recogidos también muestran mayor dificultad en el proceso de reflexión que en el uso de la tecnología. Finalmente, las conclusiones también destacan la relación entre el eportafolio y el PLE así como las posibilidades y limitaciones de la Web 2.0 para la construcción de eportafolios. / This thesis presents the implementation, analysis and evaluation of an electronic portfolio project in Teacher Education at the local branch of the Balearic Islands University in Ibiza. During their four-year programme, students are asked to document learning using Web 2.0 tools such as blogs for the construction of their eportfolio site and a wide range of tools for the construction of artefacts. The research on this project is focused on the first two school years of the experimental implementation. The literature review covers both Web 2.0 and portfolio topics. Data collected evidence the positive evolution of quantity and quality of students’ performance on their eportfolio. Interviews with students and lecturers show their perceptions on eportfolios and the role of technology in education. Furthermore, data collected indicate more difficulties in the reflection process than in the use of technology. Finally, conclusions also highlight the close relationship between eportfolio and PLE and, the affordances and barriers of Web 2.0 for the construction of eportfolios.