文章基本信息

标题：ePortfolio: Expanding the Information Technology Vision to Serve as a Capstone in an Outcome-Based University
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作者：Abdallah Tubaishat
期刊名称：International Journal of Information and Communication Technology Research
电子版ISSN：2223-4985
出版年度：2011
卷号：1
期号：4
出版社：IRPN Publishers
摘要：An eportfolio can be defined as a collection of student work accomplished throughout a student's time in an academic program [1, 2, 3, 4, 5]. Therefore, an eportfolio can serve as a capstone to demonstrate growth of achieving learning outcomes to measure what students have learned and are able to do when they complete their degree. Ideally, this has to be done at the conclusion of the program of study. An Eportfolio Assessment Management System (EAMS) is being developed and used in an outcome-based university to create, reflect, revise, and structure students' work. The EAMS is a web-based eportfolios which was developed in-house. The rationale of the EAMS is to allow students to present a collection of items that represent their accomplishments in courses towards the satisfaction pre-determined courses learning outcomes using a pedagogical web-based environment model. The system assesses students learning outcomes and evaluates how courses and colleges programs are meeting institutional goals. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. The EAMS was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. Therefore, there are two major benefits of the system: (a) eportfolios can serve as a capstone; and (b) eportfolios can serve as an institutional documentation of accreditation requirements. To evaluate students' eportfolios, a committee is assigned to review eportfolios for key courses across the curriculum. Judgment of eportfolios is then based on student performance on achieving specific learning outcomes according to three predefined achievement levels (beginning, developing, and accomplished). At the end, the committee prepares a set of questions for the face-to-face conversation with each student after he/she do a presentation of how learning outcomes are achieved.
关键词：Eportfolio; Assessments; Learning Curriculum; Evaluation