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Using ePortfolios to Foster Peer Assessment, Critical Thinking and Collaboration

Using ePortfolios to Foster Peer Assessment, Critical Thinking and Collaboration

Heidi J. Stevenson
Copyright: © 2006 |Pages: 13
ISBN13: 9781591408901|ISBN10: 1591408903|EISBN13: 9781591408918
DOI: 10.4018/978-1-59140-890-1.ch012
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MLA

Stevenson, Heidi J. "Using ePortfolios to Foster Peer Assessment, Critical Thinking and Collaboration." Handbook of Research on ePortfolios, edited by Ali Jafari and Catherine Kaufman, IGI Global, 2006, pp. 112-124. https://doi.org/10.4018/978-1-59140-890-1.ch012

APA

Stevenson, H. J. (2006). Using ePortfolios to Foster Peer Assessment, Critical Thinking and Collaboration. In A. Jafari & C. Kaufman (Eds.), Handbook of Research on ePortfolios (pp. 112-124). IGI Global. https://doi.org/10.4018/978-1-59140-890-1.ch012

Chicago

Stevenson, Heidi J. "Using ePortfolios to Foster Peer Assessment, Critical Thinking and Collaboration." In Handbook of Research on ePortfolios, edited by Ali Jafari and Catherine Kaufman, 112-124. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-890-1.ch012

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Abstract

An ePortfolio is frequently seen as a space for electronically compiling and storing student work. After completing assignments, students generally submit their ePortfolio to an instructor, prospective employer, or other assessor. This chapter questions if the typical use of ePortfolios could be modified to create opportunities to encourage students (elementary school through graduate school) to engage in critical thinking, and provide feedback to their peers.

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