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Analysis of the Process and Outcomes of Eportfolio Development to Recognise Formal Learning in Zimbabwe

DOI: 10.5539/cis.v5n3p56

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Abstract:

The process of developing electronic teaching portfolios can be used to evaluate the teacher’s competency and guide a long-term professional development. This paper addressed the issue of assessment that is linked to the demand for accountability and standards through use of ePortfolio system. The ePortfolio system is then used as an authentication measure for students’ work. The study survey is based on two groups selected from a local university; one group used paper portfolio and the other used electronic portfolio. Data was then analyzed from these two perspectives and digital story telling. EPortfolio development involved defining goals and context of the case, the collection of artifacts, selecting relevant information, showing a reflection and a projection of how the results are produced. Results showed that ePortfolios can be easy to be designed and implemented as a learning tool.

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