Formative assessment and e-portfolios depository or expository?

Magnus M.B. Ross, Mary P. Welsh

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The action research project discussed in this paper was implemented in an Educational Studies Module during the first year of a 4-year degree course leading to the award of a BEd (Honours) Degree. The aim of students on the course is to become primary school teachers in Scotland. The course enrols over 160 students per year, and was identified in feedback as being a 'difficult' class. Tutors witnessed a lack of engagement with course content and a resultant disappointing quality of student work. There was a perception of mismatch between requirements for final summative assessment and work expected from students during the module. These considerations resulted in a complete re-structuring of the existing instructional design, underpinned by the introduction of a system of peer-based formative assessment and innovative use of a proprietary e-portfolio system.
Original languageEnglish
Title of host publicationInnovative Techniques in Instruction Technology, E-learning, E-assessment, and Education
Place of PublicationNetherlands
PublisherSpringer
Pages321-325
Number of pages4
ISBN (Print)978-1-4020-8739-4
DOIs
Publication statusPublished - 2008

Keywords

  • formative assessment
  • e-portfolios
  • depository
  • expository
  • action research project

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