Abstract:

This study aimed to examine the digital portfolios of three classes of students in a Teacher Education Institution (TEI) in the Philippines to assess their knowledge and skills on student assessment and other learnings gained from their course requirement. The students involved were teachers at different stages of their teaching career. The first class comprised of 15 pre-service teachers took up an undergraduate assessment course as a pre-requisite to teaching. The second class with eight (8) in-service teachers took up an assessment course in a graduate degree program in education. The last class with seven (7) in-service teachers took up an assessment course in a doctoral degree in science education. These three groups of students took an assessment course under the same course professor within two school years. They were taught through blended learning and development of a digital portfolio was an individual course requirement. The data reveal that students have learned the knowledge and skills they should be equipped with when they assess learning as evidenced by the assessment tools they have actually developed and used. They also demonstrated other values and lifelong learning skills needed by the 21st century. An exploration of the portfolio contents and journals written by the students in their digital portfolio posits advice on the power of digital portfolios for assessment for, as and of learning of students and teachers at different career stages.

Keywords:

Digital portfolio, teachers at different career stages.