KnE Social Sciences
ISSN: 2518-668X
The latest conference proceedings on humanities, arts and social sciences.
Framework for Implementing e-Portfolio Assessment to Improve Student Habits of Mind and Mastery of Chemistry Studies Concepts
Published date: Apr 03 2024
Journal Title: KnE Social Sciences
Issue title: International Conference on Mathematics and Science Education (ICMScE 2022): Learning Materials and Modules
Pages: 280–290
Authors:
Abstract:
The COVID-19 pandemic emphasized the need for improving teachers’ online teaching skills. One skill was using electronic portfolio assessment. Electronic portfolio assessment as an alternative assessment does not only focus on cognitive aspects but also is in line with the regulations of the Ministry of Education regarding the assessment of learning outcomes that focus not only on cognitive aspects but also on aspects of skills and attitudes. This study aimed to develop a framework for electronic portfolio assessment to improve students’ habits of mind and mastery of chemical studies concepts. We conducted a literature review to identify, categorize, synthesize and develop a framwork. This offers chemistry teachers a model for systematically designing and implementing an electronic portfolio of assessments and provides them with the instruments to conduct further research on assessment techniques. This framework guides chemistry teachers through important technical decisions, such as setting goals, identifying clear goals and establishing meaningful criteria for electronic portfolio assessment. Other issues discussed include defining the content of the electronic portfolio, managing the electronic portfolio, and monitoring and evaluating processes.
Keywords: electronic portfolio assessment, habits, chemical concepts
References:
[1] Akiri E, Tor HM, Dori YJ. Teaching and assessment methods: STEM teachers’ perceptions and implementation. Eurasia Journal of Mathematics, Science and Technology Education. 2021;17(6). https://doi.org/10.29333/ejmste/10882.
[2] Bundu P. Asesmen autentik dalam pembelajaran. Deepublish; 2017.
[3] Mareta B, Amara D, Mayang D, Arya E, Eva N. Pengaruh asesmen portofolio terhadap peningkatan motivasi dan prestasi belajar siswa. Seminar Nasional Psikologi dan Ilmu Humaniora. SENAPIH; 2021. pp. 86–96.
[4] Marhaeni A. Asesmen autentik dalam pembelajaran bahasa-rajawali pers. PT. RajaGrafindo Persada.
[5] Juhanda A. Pengembangan Asesmen Portofolio Elektronik (APE) untuk menilai sikap ilmiah dan penguasaan konsep siswa sma pada laporan praktikum pencemaran lingkungan. 2013.
[6] Lukitasari M, Hasan R, Sukri A. The effect of e-portfolio on biological concepts understanding and responses of students with different academic achievement levels. Int J Instr. 2020;13(1):685–94.
[7] Winberg C, Pallitt N. ‘I am trying to practice good teaching’: reconceptualizing eportfolios for professional development in vocational higher education. Br J Educ Technol. 2016;47(3):543–53.
[8] Ciesielkiewicz M, Bonilla CF, Santos Pe nas M. The acquisition of competences in transnational education through the ePortfolio. International Conference on EUropean Transnational Education. Springer; 2020.
[9] Bolliger DU, Shepherd CE. Student perceptions of ePortfolio integration in online courses. Distance Educ. 2010;31(3):295–314.
[10] Creswell JW, Creswell JD. Research design: qualitative, quantitative, and mixed methods approaches. Sage publications; 2017.
[11] Gugino J. Using google docs to enhance the teacher work sample: building eportfolios for learning and practice. J Spec Educ Technol. 2018;33(1):54–65.
[12] Lam R. Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Stud High Educ. 2016;41(11):1900–17.
[13] Mohd Bekri R, Ruhizan MY, Norazah MN, Faizal Amin Nur Y, Tajul Ashikin H. Development of Malaysia skills certificate e-portfolio: a conceptual framework. Procedia Soc Behav Sci. 2013;103:323–9.
[14] van Wyk MM. Exploring student teachers’ views on eportfolios as an empowering tool to enhance self-directed learning in an online teacher education course. Aust J Teach Educ. 2017;42(6):1–21.
[15] Mazlan KS, Sui LK, Jano Z. Designing an eportfolio conceptual framework to enhance written communication skills among undergraduate students. Asian Soc Sci. 2015;11(17):35.
[16] Cain A, Grundy J, Woodward CJ. Focusing on learning through constructive alignment with task-oriented portfolio assessment. Eur J Eng Educ. 2018;43(4):569– 84.
[17] Ashikin HT, Ruhizan MY, Rohani S. E-portfolio model development for the professional practice bachelor of teaching (PISMP) in Malaysia. Procedia Soc Behav Sci. 2015;174:1262–9.
[18] Händel M, Wimmer B, Ziegler A. E-portfolio use and its effects on exam performance– a field study. Stud High Educ. 2020;45(2):258–70.
[19] Gámiz-Sánchez VM, Gallego-Arrufat MJ, Crisol-Moya E. Impact of electronic portfolios on prospective teachers’ participation, motivation and autonomous learning. J Inf Technol Educ. 2016;15:517–33.
[20] Chang CC, Chou PN, Liang C, Using ePortfolio-based learning approach to facilitate knowledge sharing and creation of college students. Australasian Journal of Educational Technology. 2018;34(1).
[21] Marzano RJ, Pickering D, McTighe J. Assessing student outcomes: Performance assessment using the dimensions of learning model. ERIC; 1993.
[22] Delett JS, Barnhardt S, Kevorkian JA. A framework for portfolio assessment in the foreign language classroom. Foreign Lang Ann. 2001;34(6):559–68.
[23] Sharifi M, Soleimani H, Jafarigohar M. E?portfolio evaluation and vocabulary learning: moving from pedagogy to andragogy. Br J Educ Technol. 2017;48(6):1441–50.
[24] Anderson LW, Krathwohl DR. A taxonomy for learning, teaching and assessing: A revision of Bloom’s Taxonomy of educational objectives: Complete edition. New York; 2001.
[25] Contreras-Higuera WE, Martínez-Olmo F, José Rubio-Hurtado M, Vilà-Ba nos R. University students’ perceptions of e-portfolios and rubrics as combined assessment tools in education courses. J Educ Comput Res. 2016;54(1):85–107.
[26] Molnár AB, Benedek A, Horváth JC. Moodle-based E-portfolio used in teacher training. Sixth EDEN Research Workshop, user generated content assessment in learning. enchanching trasparency and quality of peer production. emerging educational technologies and digital assessment methods. 2010.
[27] Jackson EA. Impact of MOODLE platform on the pedagogy of students and staff: cross-curricular comparison. Educ Inf Technol. 2017;22(1):177–93.
[28] Jumaat NF, Tasir Z. Instructional scaffolding in online learning environment: A meta-analysis. Proceedings - 2014 International Conference on Teaching and Learning in Computing and Engineering, LATICE 2014. 2014. https://doi.org/10.1109/LaTiCE.2014.22.
[29] Rizal S, B. Walidain. Pembuatan media pembelajaran e-learning berbasis moodle pada matakuliah pengantar aplikasi komputer universitas serambi mekkah. Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran. 2019;19(2):178. https://doi.org/10.22373/jid.v19i2.5032.
[30] Gámiz-Sánchez V, Gutiérrez-Santiuste E, Hinojosa-Pareja E. Influence of professors on student satisfaction with e-portfolio use. J Educ Comput Res. 2018;57(3):646–69.
[31] Cleveland RE. Using digital portfolios: reflection, assessment & employment. TechTrends. 2018;62(3):276–85.
[32] Mahasneh OM. A proposed model for the university students’ e-portfolio. J Educ Elearn Res. 2020;7(1):28–33.
[33] Ramlawati R, Liliasari L, Martoprawiro MA, Wulan AR. The effect of electronic portfolio assessment model to increase of students’ generic science skills in practical inorganic chemistry [EduLearn]. Journal of Education and Learning. 2014;8(3):179– 86.
[34] Buyarski CA, Aaron RW, Hansen MJ, Hollingsworth CD, Johnson CA, Kahn S, et al. Purpose and pedagogy: a conceptual model for an ePortfolio. Theory Pract. 2015;54(4):283–91.
[35] Chang CC, Liang C, Chou PN, Liao YM. Using e-portfolio for learning goal setting to facilitate self-regulated learning of high school students. Behav Inf Technol. 2018;37(12):1237–51.
