本研究旨在實驗探討檔案評量在高中英文之實施狀況及其可能性，以期了解學生對檔案評量之觀感。同時，本研究希望在評量方面，能提供給高中英文老師新的思維。 本研究採用質的分析法，涵蓋 : (一) 學生對自己的檔案作品之感想；(二) 學生對檔案評量之認識及評價；(三) 檔案評量對學生在學習英文之助益；(四) 提供學生自主學習之機會。 本研究結果如下 : (一) 學生對自我作品之肯定；(二) 發現檔案評量對學生之影響；(三) 獲得一些教學上的啟示。簡言之，本研究提供了檔案評量在教學上之另一選擇，對學生及老師而言，導引出評量及教學的方向。 / The purpose of the study is to show how portfolio assessment can be implemented in an EFL senior high school classroom and to provide an alternative assessment for senior high school English teachers. In this study, both qualitative and quantitative methods were adopted. Research data were collected from classroom observations, questionnaires, interviews and student portfolios. The results not only revealed the students’ improvement in a range of skills but reflected change and growth over a period of time. The study showed that portfolio assessment provided students with self-directed learning, created an interaction for instruction and assessment and offered opportunities for peer-supported growth. As for future implementation, portfolio assessment is not an educational panacea; rather, it is a promising alternative assessment procedure, and instructors must fully realize both its strengths and weaknesses for proper implementation. In conclusion, the study found that portfolio assessment linked assessment more closely to classroom activities. In addition, the students’ participation and academic achievement were satisfactory.

This thesis records a study of major change. The study was designed to reveal and address the implications for teachers of primary mathematics, of moving from test-based assessment to a base built upon a balanced blend of norm-referenced and criteria-based assessments. In developing embedded authentic assessment through a process portfolio model, the teachers looked to change from the assessment of learning to assessment for learning. Consequently, through the efforts of the teachers involved, their students and those students’ parents, the study traced a substantial pedagogical restructure. Based on an interpretative methodology, this study of significant assessment restructure used mainly qualitative approaches to data collection and analysis, supplemented by limited quantitative data. Interviews, participant observer interactions, surveys and joint teacher discussion and planning sessions were effective in mapping the change. Through frequent interaction, participating teachers shared their emerging understandings, along with difficulties and successes in the evolution and implementation of an effective, flexible process portfolio. From the beginning of the evolution, teachers working together to bring about improvements that would lead to students perceiving mathematics as meaningful, engendered a strong feeling of excitement, curiosity and ‘team’. As the change progressed the team identified and met a range of challenges, not the least of which was gaining an understanding of the nature and function of a process portfolio strategy as against the product portfolio which was in use at that time in the study school. The resultant change was not implemented without barriers. / Of prime concern across the group of teachers involved was the perennial problem of finding development time in what were already busy teaching days. However, for the change to be meaningful and lasting, it was imperative that the teachers invested considerable time in assuming ownership through genuine engagement in the evolution of the new concept. The engagement saw teachers experience first-hand the application of constructivist learning theory. It was an approach to learning that was largely unfamiliar to them and one they needed to understand in developing a successful process portfolio model. The study of that learning and the resultant change illustrated that a well-designed process portfolio structure offers widely diverse opportunities for teachers and students to work meaningfully with authentic mathematics. The enthusiastic prolonged engagement on the part of the students, with notable parental support, was deemed by the participant teachers to be suitable reward for the time and effort that they invested over the two years of the study. Following the teachers’ prolonged commitment, the emergent portfolio was shared through an in-house booklet written to encourage other teachers to adopt authentic assessment, Process Portfolios in Primary Mathematics: A Guide. Within the booklet, explanation and illustration of the rationale, form and function of the unique process portfolio model offers starting points for others, should they embark on a similar course of assessment change in search of real student engagement in understanding mathematics. Subsequent sharing of the results of the study with the wider profession through journal articles and conference workshops is to be based on the contents of the guide booklet.

Thesis (Ed. D.)--Lehigh University, 2004. / Includes vita. Includes bibliographical references (leaves 105-121).

This thesis analyzes the effects of portfolio assessment on preschool teachers, preschool children and their parents. In addition, the effects on school education system of portfolio assessment were examined. This study was conducted in a private preschool in Ankara and the participants included 6 preschool teachers, 10 6 year-old children and their parents. The study had been applied in this school for one year by the researcher. Observations, interviews and questionnaires were used during data collection. Participants were interviewed and questionnaires were used during and at the end of the study. Given the focus of the study to examine and describe the use of portfolio assessment in a preschool, qualitative procedure were used. An interpretive case study was selected to be the method of research design. In order to analyze the data coding system was developed and was used to organize and clarify data gathered from teachers, parents and children. Results of the study were examined based on the research questions. It was found that, preschool teachers had positive attitudes toward portfolio assessment. In addition, this study showed that portfolio assessment supported preschool children&rsquo / s self-expression skills, self-confidence and their self-responsibilities. Parents also thought that portfolio assessment helped them to investigate their children&rsquo / s attitudes, interests and capabilities. Lastly, portfolio assessment application affected the preschool education system.

The purpose of this study is to analyze the functional requirement of web-based portfolio supporting system and to investigate the relationship between learning portfolio and personal knowledge management. First, this study surveys the literature to explore the architecture of web-based portfolio supporting system. Then, a prototyping system that adopts the system architecture is implemented and finally this study evaluates the system by using the questionnaire and observing learners¡¦ operating conditions. A total of 69 subjects are from Kaohsiung Hospitality College. The main findings show that web-based portfolio supporting system meets learners¡¦ need mostly and has a positive effect on learners¡¦ learning process. Most learners are not familiar with portfolio assessment, and therefore teachers must make learners to understand what is portfolio assessment. A few learners organize and manage their personal learning portfolio according to their learning need. Furthermore, most learners are not used to sharing their files and knowledge. However, teachers can encourage learners to interact by promoting their sharing will. Finally, based on the research findings, this study proposes following suggestions for the follow-up research. 1. Portfolio assessment must be put into practice as soon as possible. 2. Improving teachers¡¦ participation to promote learners¡¦ will of interaction and sharing. 3. Adding teaching assistants to reduce learners¡¦ loading to establish learning portfolio.

A case-comparative mixed methods approach was used to discover how faculty members’ teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were conducted after the post survey was completed. Interview data found that faculty members developed a broader view of the potential of eportfolios. Participants also appreciated the long-term benefits that eportfolios would have on their students. However, when use was associated with accreditation standards, gains in student-centered perspectives were minimal. The study suggests cognitive apprenticeship as a model that explains the discovered findings and provides recommendations to administrators who are implementing eportfolios.

Three education reform themes concerning the preparation. of teachers for the 21st Century converge in this study: teacher accountability to professional certification standards, authentic assessment, and the use of advanced technologies. The question of how to use technology effectively in the assessment of teacher candidates to demonstrate achievement of course objectives based on state certification standards led to the development of the electronic portfolio project in a small university teacher credential program. The process of preparing an electronic portfolio using computer and multimedia technology was examined from the perspective of twelve teacher candidates enrolled in a multiple subject reading methods classes. This research was a multiple case study in which qualitative data was obtained through open-ended interviews with the teacher candidates, the course professor, and the computer lab technician, as well as through analysis of the electronic portfolio product. Whether the electronic portfolio could be considered an effective tool for documenting teacher candidate performance and the achievement of course objectives was the primary question investigated in this study. Themes and patterns that emerged from interviews, portfolio reflections, and field records kept by the researcher were examined through Ethnograph, a qualitative data software analysis program, in order to gather information concerning the teacher candidate's experience of collecting and preserving digital artifacts to be used as evidence of demonstrating competencies. The teacher candidate's perceptions of the strengths and weaknesses, as well as the software and hardware problems encountered during the electronic portfolio process, were explored. Written reflections within the electronic portfolio framework were examined to gain insight into the student's process of self-reflection and self-assessment. A computer literacy questionnaire was administered prior to the study in order to determine previous experience with and attitude toward technology. The researcher's process of creating templates in hypertext markup language (HTML) and Hyperstudio, a multimedia authoring software program, provided further insight into the design and implementation of the electronic portfolio project.

No description available.

This thesis explains important concepts, procedures and forms of assessment in current school with a focus on new trends in this area. The thesis aim is to find out how is formative assessment and learning progress maps represented in the school assessment, whether created by SCIO or interviewed teachers. The theoretical part deals primarily with the formative school assessment, its functions and specifics. The second area on which the theoretical part focuses are innovations in the field of evaluation in connection with technology steeped era. Emperical part presents a report on whether and how is worked with progress maps on basic schools. Whether the teachers at these schools know this concept and optionally use learning progress maps in whatever form. Keywords Assessment, formative assessment, constructivist approach in teaching, portfolio, progress maps, reading continuum

Made available in DSpace on 2016-04-27T13:10:22Z (GMT). No. of bitstreams: 1 Andressa Soares de Camargo das Neves.pdf: 3282316 bytes, checksum: 615fe26a4b7486aa6c24b2f542e1f7a3 (MD5) Previous issue date: 2013-07-26 / Introduction and rationale: The active learning methods require evaluation processes consistent with the new professional profile. The use of the portfolio has been touted as one of the most recent contributions to facilitate formative assessment and summative effective, being considered by the Association for Supervision and Curriculum as one of the three best methods of teaching and learning. Objectives: Analyze a Questionnaire Assessment of Student Portfolio in the Area of Primary Health and creating an adapted version of the instrument for the use of students and teachers FCMS-PUC/SP. Material and Methods: A quantitative and qualitative accomplished through the application of an Instrument for Analysis that evaluated and adapted the content of the Evaluation Questionnaire Student Portfolio for Area Primary Health Care This instrument was based on a Likert Scale 4 and 6 categories and was answered by the judges FAIMER and teachers of courses in Medicine and Nursing FCMS / PUC-SP working in the area of Primary Health used the technique of structured group interview, recorded by audio students of 2nd year courses in Medicine and Nursing in order to analyze their perception of the definition of the term portfolio, advantages and disadvantages of their use and possible suggestions for better preparation and evaluation of your portfolio. Results: The Assessment Questionnaire Student Portfolio was analyzed by judges and teachers and its initial content was revised and adapted to the reality of the FCMS / PUC-SP. The score of the Likert Scale showed a level of 0.8 to 0.9 reliability (Cronbach's alpha). The evaluation criteria of the portfolio listed by teachers were: presentation of the portfolio, student performance, reflection and theory-practice clinical reasoning. It was reported by students in portfolio preparation difficulties and difficulties in correcting the teachers' portfolios, suggesting the need for training in the subject, a standardized assessment instrument portfolio and a script by making the student portfolio / Introdução e justificativa: Os métodos ativos de aprendizagem necessitam de processos avaliativos coerentes com o novo perfil profissional. O uso do portfólio vem sendo apontado como uma das mais recentes contribuições facilitadoras para uma avaliação formativa e somativa eficaz, sendo considerado pela Association for Supervision and Curriculum como um dos três melhores métodos de ensino-aprendizagem. Objetivos: Analisar um Questionário de Avaliação de Portfolio do Estudante na Área de Atenção Primária à Saúde e criar uma versão adaptada deste instrumento para o uso de estudantes e professores da FCMS-PUC/SP. Material e Método: Estudo quanti-qualitativo realizado por meio da aplicação de um Instrumento de Análise que avaliou e adaptou o conteúdo do Questionário de Avaliação de Portfólio do Estudante para a Área de Atenção Primária à Saúde. Este instrumento foi baseado em uma Escala de Likert de 4 e 6 categorias e foi respondido por juízes do FAIMER e professores dos cursos de Medicina e Enfermagem da FCMS/PUC-SP que atuam na área de Atenção Primária à Saúde. Utilizou-se a técnica de entrevista grupal estruturada, gravada por áudio para os estudantes do 2º ano dos cursos de Medicina e de Enfermagem com o intuito de analisar sua percepção sobre a definição do termo portfólio, vantagens e desvantagens do seu uso e possíveis sugestões para uma melhor confecção e avaliação do seu portfólio. Resultados: O Questionário de Avaliação de Portfólio do Estudante foi analisado pelos juízes e professores e seu conteúdo inicial foi revisado e adaptado para a realidade da FCMS/PUC-SP. O escore da Escala de Likert apresentou um nível de confiabilidade de 0,8 a 0,9 (Alpha de Cronbach). Os critérios de avaliação do portfólio elencados pelos professores foram: apresentação do portfólio, desempenho do estudante, reflexão teoria-prática e raciocínio clínico. Foi relatado pelos estudantes dificuldades na elaboração do portfólio e pelos professores dificuldades na correção dos portfólios, sugerindo a necessidade de capacitação no tema, padronização de um instrumento de avaliação de portfólio e de um roteiro de confecção do portfólio do estudante