Abstract:

This contribution is part of the latest studies related to e-assessment and more specifically authentic assessment.
This new perspective on the evaluation sees its methodological translation in e-Portfolio as an instrument to meet the changing needs of training and provide to teachers and students with adequate support in developing the skills of thinking, and necessary self-awareness for a motivated learning, mature and self regulated. E-Portfolios encourage students to take control of and be responsible for their own learning. Students grow as lifelong learners by managing their own work, by using their discretion to choose which artifacts best show their accomplishments, and by explaining how those artifacts show a progress of learning.

Starting from these theoretical premises, we started a research aiming at studying the effectiveness and validity of e-portfolio used as a technique for learning assessment of on-line training courses.

Research is ongoing at the Faculty of Education of the University of Foggia, within teaching activities of the on-line Master Course called "New Media and Education."

The research aims to verify whether the e-portfolio can be considered a valuable tool to encourage students to reconsider and narrativize their learning experience by engaging in what Yancey (1998) calls "reflection-in-action"-a reiterative process of looking back to previous performance and looking forward to goals-and by writing reflective reports of their learning. Portfolios help students find legacies between the disparate things they have done or learned-what Yancey (1998) calls "constructive reflection," "the process of developing a cumulative, multi-selved, multi-voiced identity. In the process, students create a coherent sense of their own learning experiences and develop a growing identity as self-taught learner.
The research methodology consists of a triangulation of data from documentary analysis of e-portfolio (which includes data on the frequency, the tracking of digital data for the presence of users in the platform, content of student-student and student -teacher interactions) and interviews with students to assess their awareness in the instrument, as well as meta-cognitive strategies to enable the e-portfolio organizational aspect.

Keywords:

authentic assessment, educative assessment, e-portfolio.