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Developing Student e-Portfolios for Outcomes-Based Assessment in Personalized Instruction

Developing Student e-Portfolios for Outcomes-Based Assessment in Personalized Instruction

Kam Hou Vat
Copyright: © 2010 |Pages: 32
ISBN13: 9781615208531|ISBN10: 1615208534|EISBN13: 9781615208548
DOI: 10.4018/978-1-61520-853-1.ch015
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MLA

Vat, Kam Hou. "Developing Student e-Portfolios for Outcomes-Based Assessment in Personalized Instruction." Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications, edited by Yefim Kats, IGI Global, 2010, pp. 259-290. https://doi.org/10.4018/978-1-61520-853-1.ch015

APA

Vat, K. H. (2010). Developing Student e-Portfolios for Outcomes-Based Assessment in Personalized Instruction. In Y. Kats (Ed.), Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications (pp. 259-290). IGI Global. https://doi.org/10.4018/978-1-61520-853-1.ch015

Chicago

Vat, Kam Hou. "Developing Student e-Portfolios for Outcomes-Based Assessment in Personalized Instruction." In Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications, edited by Yefim Kats, 259-290. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-853-1.ch015

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Abstract

This chapter investigates the pedagogical issues of student electronic portfolios (e-portfolios) in the context of personalized instruction for undergraduate education. The discussion elaborates on the educational potential of an e-portfolio system in facilitating an outcomes-based assessment of student achievements. The chapter illustrates practical examples of integrating theory and practice aimed at assisting a meaningful investigation of an e-portfolio system with a focus on inquiry-based student assessment. The objective of such an inquiry is to enhance and encourage student learning, especially learning by doing. Key issues and the necessary institutional support for an outcomes-based and personalized model of education in support of a portfolio learning system are identified. The interrelationship of portfolio assessment to curriculum and pedagogy and required changes to teaching and learning are described. The relevant learning theories that underpin the portfolio form of assessment are deliberated to caution how best to manage the use of e-portfolios for student learning and assessment. Looking beyond, it is expected that the e-portfolio system is an important element to support outcomes-based education involving collaboration from both faculty and students in pursuit of a quality learning experience.

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