ePortfolio 2009 London

1 Pädagogische Hochschule des Kantons St.Gallen

Process and Product assessment with E-Portfolios in the first academic year at the university of teacher education, Rorschach (Switzerland), 2007/08


1. Theoretical background: E-Assessment

Nothing new….

1. summative and formative assessment methods (Reinmann-Rothmeier & Mandl, 2001; Barret, 2008; Seufert, 2007)

2. high-flying aims combined with E-Portfolios and their assessment at colleges often ignore learners needs (Ayla, 2006)

3. However, E-Portfolios open up multifacited insights into the learning process of students

4. This situation requiers a change in assessment methods, tending towards techniques of assessing teachers on the basis of narratives or microcontents (Rhim, 2006, Barrett, 2008,)


2. E-Portfolio at the high school of teacher education (St.Gallen, Switzerland)

level IV - last semester

professional skills

relation to profession

level III - last semesters

empirical research

special field of study

level II - all semesters

Mathematics, Languages, Arts, Music, Natural Sciences, Humanities, Educational Sciences

project orientated activities

level I - start phase of studies

reflection about future profession

Professional and Study Skills


3. Course of the study

Week /year

number of postings instruction Feedback to students

40/07 start semester 07 Technical instruction: 2h

42-51/07 process group: 1 post/week (10 posts)product group: 15 posts until week12/08

Technical support on individual demandW42-44

process group:feedback about weekly indiviual points (twice: week 46/50)Product group:no feedback

01-08/08 semesterbreak 01-08/08

08-12/08 Process group: 1 post/week (5 posts)Product group: 15 posts until week12/08

process group:no feedbackproduct group:no feedback

15/08 15/08 feedback to both groups:passed/failed


4. E-Portfolio contents


the teaching profession

teaching standards (Swiss teaching union)

standards of the govern-ment

my learning

cognitive skills

meta -cognitive skills

resource management

my motivation

qualifications for teaching

teachers of tomorrow

personal and social skills

contactpresentationcooperation argumentation

reliability management sensitivity

emotional competence

our learning-group

group processes

assertive behaviorcontact caresympathy care


Professional skills: presentations

These are the cards, I used for my presentation.

My teacher told me that I should try to keep in

eye-contact with the public.

I can learn from this that the public is more

important than my PowerPoint presentation.

I think I can use this knoweldge when I have

to present the organisation of our ski-camp

to the parents.


The teaching profession:

Teacher‘s standards

(Swiss teaching union)

For most of these rules, we agreed .

That‘s clear!

However, I think, one has to discuss and to

think about teacher‘s ethics and one has to know

where to seek them.


5. Sample


6. Instruments

1. Questionnaire

t1: week 40/07

t2: week 08/08

2. E-Portfolio-Blog

(1 Posting= 30 points,

1.5 ECTS=70% of the total points; 315/450)

03 It is worthwile to write an E-Portfolio. attitude

04 For teachers, it is important to know relevance

how to write an E-Portfolio.

05 I am interesting in working with an

with an E-Portfolio interest

07 I think it is worth the extra effort to strain

work with an E-Portfolio.


3. Feedback-sheets to students ( criteria: Challis, 2005, adapted)


7. Results: students evaluation

nt2

Mt1

(SD)

p1

Mt2

(SD)

p2

p3 (t1-t2)

attitude

product-group 62 3.36

(.90)

2.87

(.57)

.00

process-group 67 3.35

(1.02)

.98

3.23

(.74)

.00

.43

interest


(.76)

3.04

(.66)

.00


(.71)

.82

3.18

(.75)

.27

.00


use


(1.41)

2.60

(1.00)

.03


(1.33)

.52

2. 95

(.94)

.03

.26

relevance


(1.24)

2.64

(.90)

.00


(1.40)

.31

3.00

(.87)

.02

.74

strain


(.75)

3.00

(.75)

1.00


(.83)

.34

3.14

(.83)

.34

1.00


learning progress


(.74)

3.45

(.90)

.28


(.98)

.25

3.70

(.83)

.11

.00

Increments of

learning contents


(.80)

3.88

(.87)

1.00


(3.88)

.10

3.97

(.83)

.51

.00


Choice of

assessment

method: Process

assessment


(1.71)

3.02

(1.73)

.03


(1.54)

.05

4.63

(.99)

.00

.00

motivation


(.75)


(.84)

.05


“The students in the next new semester should utilize an e-portfolio because:”

• they will acquire new PC skills as well (13.1%)• they will then already know Mahara and can possibly later use

the system with their students (17.7%)• the composition of postings supports the consolidation of BSK

content (68.5%)• the composition of postings in some ways makes it enjoyable

(4.6%)• the composition of postings necessitates the processing of

weekly content (65.4%)• one can also read the blogs of others (43.1%)• one learns something easily by doing it (20%)• the feedback from lecturers brings something to it (30.8%)• it is a good method of assessment (43.1%)


8. Results: workload approach of assessing professors

12 E-Portfolios/ assessment end of semester : Ø20h 12 E-Portfolios/ weekly assessment: Ø28h (Ø22 h without outlier)


9. Discussion

Weekly assessment maps:

1. More positive attitude towards the E-Portfolio

2. Higher appraisel for the relevance and use of an E-Portfolio

3. Higher motivation

4. Clear preference of the weekly assessment method

5. No significant differences between assessment methods concerning the workload of the professors

Independent of assessment method:

6. Interest, strain

7. Learning progress

8. Increments of learning contents

Perspective:

9. Weekly assessed posts by open feedback function

10. Distinction of training-, monitoring- and assessing function (Dorninger & Schrack, 2008)


10. E-Portfolios: Guided Tour London 09 www.eportfolio-phsg.ch11

22


11. Mahara


12. More information www.eportfolio-phsg.ch