About this paper

Appears in:
Pages: 6517-6527
Publication year: 2012
ISBN: 978-84-695-3491-5
ISSN: 2340-1117

Conference name: 4th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2012
Location: Barcelona, Spain

THE EFFECTS OF SCORING RUBRIC IN E-PORTFOLIO: SELF-PACED LEARNING, SELF-REFLECTION, AND SELF-ASSESSMENT

L. Shen

National Quemoy University (TAIWAN)
Efforts to improve e-portfolio in higher education have been spotty at best, and hampered by various ingredients inherent in e-portfolio growing process and by research that is either in the practice of the engagement within personalized learning, or in the framework of reflective procedure. Studies (Marengo& Marengo, 2005; Smart & Cappel, 2006) suggested that universities failing to embrace technological progress will be unable to meet the demands of knowledge based societies and, as a result, will not survive the change in the paradigm of education. In the 1990s, to develop personal achievement records for students has been adopted in UK (Assister et al 1993).Kirkham et al (2009) stated e-Portfolio allows individuals reckon users’ development in the organization. Also, Kardos et al (2009) pointed the use of e-portfolio allows individuals compose their learning via creative, reflective, and self-assessing process. The European Institute for E-learning depicted that e-Portfolio as “a digital collection of authentic and diverse evidence, drawn from a larger representing…”Electronic portfolios seem the unifying term to describe the fields of web-aid learning, student-centered instruction, and self-reflection thinking in higher education.
Collectively, e-portfolio has endowed students with greater flexibility and opportunities through synchronous and asynchronous instruction. Though e-portfolio continues to grow rapidly, it still remains at the early stage of development. Several studies (Fitch, Reed, Peet, Tolman, 2008; Kardos, Cook, Buston, & Kardos, 2009; Wickersham, & Chambers, 2006) reported the features of e-portfolio comprising reflection, self-assessment, and personalized development can develop a strategy for competence based assessment. Some studies suggested effective e-portfolio links creative and reflective practice, and self-assessment, but, few ones have focused on rubric of creative and reflective practice, and self-assessment and students’ perception with e-portfolio courses. Therefore, the aim of this study examines scoring rubric of self-paced learning, self-reflection, and self-assessment and students’ perceptions in e-portfolio; furthermore, crucial components of effect of scoring rubric would be deliberated.
@InProceedings{SHEN2012EFF,
author = {Shen, L.},
title = {THE EFFECTS OF SCORING RUBRIC IN E-PORTFOLIO: SELF-PACED LEARNING, SELF-REFLECTION, AND SELF-ASSESSMENT},
series = {4th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN12 Proceedings},
isbn = {978-84-695-3491-5},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {2-4 July, 2012},
year = {2012},
pages = {6517-6527}}
TY - CONF
AU - L. Shen
TI - THE EFFECTS OF SCORING RUBRIC IN E-PORTFOLIO: SELF-PACED LEARNING, SELF-REFLECTION, AND SELF-ASSESSMENT
SN - 978-84-695-3491-5/2340-1117
PY - 2012
Y1 - 2-4 July, 2012
CI - Barcelona, Spain
JO - 4th International Conference on Education and New Learning Technologies
JA - EDULEARN12 Proceedings
SP - 6517
EP - 6527
ER -
L. Shen (2012) THE EFFECTS OF SCORING RUBRIC IN E-PORTFOLIO: SELF-PACED LEARNING, SELF-REFLECTION, AND SELF-ASSESSMENT, EDULEARN12 Proceedings, pp. 6517-6527.
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