Electronic Portfolios for Learning and Assessment

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Morris, J. & Buckland, H. (2000). Electronic Portfolios for Learning and Assessment. In D. Willis et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2000 (pp. 1385-1390). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/15838.

Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2000
2000
  Dee Anna Willis, Jerry Price & Jerry Willis
AACE

More Information on SITE
Table of Contents

Authors

Joyce Morris, Holly Buckland, University of Vermont, USA

Abstract

Two innovations, performance assessment and information technology advancements, provide the prospect for wide-scale use of electronic portfolios as an assessment tool. In a time where national and state standards are recognizing and incorporating technology literacy requirements into preservice teacher education, electronic portfolios offer benefits beyond their ability to easily manage and store data. There is evidence that using hypertext and multimedia tools to create a presentation of one's competency involves a range of higher order complex thinking skills. Putting the process of assessment in the hands of the student, portfolios produce tangible evidence of a preservice student's ability to connect theory to practice to create meaningful learning experiences for their students. As technology tools and skills become more commonplace, and the expectation of technology literacy more universal, electronic portfolios can serve as authentic assessment tools that provide a rich repository of information about teaching and learning.

Keywords

• Assessment
• Portfolios
• Educational Technology
• Literacy
• Preservice Teacher Education

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