This project investigates how pre-service teachers document their developing professional identities and learning outcomes through an ePortfolio assignment. The goal is to strengthen the program’s ability to improve and document student learning outcomes. Direct measures that determine the development of effective teachers is becoming more challenging with traditional paper and print-based artifacts. An increasing number of programs in higher education utilize web-based portfolios to measure learning outcomes. The ePortfolio developed in an undergraduate literacy course will make use of formative and summative assessments. Data is collected via multiple sources, including pre-service teachers’ ePortfolios and other class artifacts, classroom observations and researchers’ field notes, pre- and post-course assessments, and interviews at the end of the term. Three necessary components of effective web-based portfolios are: 1) content and visual design, 2) purposeful and meaningful use of devices offered by commercialized portfolio programs, and 3) interactive and collaborative nature of technology.
WMU ScholarWorks Citation
Kuo, Hsiao-Chin and Piazza, Susan, "Pre-Service Teachers Establishing Professional Identities in the 21st Century" (2017). Assessment Fellows Grant. 47.