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Butler Philippa (2006). A Review Of The Literature On Portfolios And Electronic Portfolios. Palmerston North, New Zealand : Massey University College of Education. En ligne : <https://eduforge.org/docman/view.php/176/1111/>. 
Added by: Laure Endrizzi (10 Sep 2008 14:39:16 Europe/Paris)   Last edited by: Laure Endrizzi (10 Sep 2008 14:39:56 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Butler2006a
Categories: TICE
Subcategories: Évaluation des élèves, Évaluation des élèves
Keywords: évaluation, évaluation des élèves, portfolio
Creators: Butler
Publisher: Massey University College of Education (Palmerston North, New Zealand)
Views: 2507/5221
Views index: 40%
Popularity index: 10%
URLs     https://eduforge.o ... view.php/176/1111/
Abstract     
(introduction)
As part of the Tertiary Education Commission’s e-Learning Collaboration Development Fund, Massey University, the Auckland University of Technology, the Open Polytechnic of New Zealand and Victoria University of Wellington have been contracted to develop an electronic portfolio application for the New Zealand tertiary sector. To provide a context for the development of the electronic portfolio application and guidelines for its use, a review of the literature on electronic portfolios and more traditional paper-based portfolios has been conducted.
This literature review focuses on portfolio use in tertiary education institutions in general. However, as teacher education is the field most advanced in thinking about portfolios (as acknowledged by other disciplines (e.g. Davies, Khera, & Stroobant, 2005; Grant, Kinnersley, Metcalf, Pill, & Houston, 2006)), most of the general statements about portfolios are drawn from the education literature. Pinsky and Fryer-Edwards (2004, p. 585) go so far as to say that medicine “must learn from the field of teacher education where teachers in training have adapted the portfolio approach to make the activity of teaching visible‷0i0k0i0n0d0x. Research on electronic portfolios in particular is fairly new, though, again, most studies so far have focused on their uses for the learning and development of preservice teachers (Milman & Kilbane, 2005; Sherry & Bartlett, 2005).
Barrett and Knezek (2003) make the argument that electronic portfolios should be electronic versions of paper portfolios. The same thinking about purpose, pedagogy and assessment lies behind both kinds of portfolio. With this in mind, the discussion will begin with portfolios in general: the different types of portfolio; their uses; their benefits; problems, issues and tensions that arise relating to their use; and the essential elements that need to be present in their design to ensure their success as learning, development and assessment tools. This section concludes with a discussion of their uses in a variety of disciplines. Following this, electronic portfolios will be discussed in depth: how they differ from traditional portfolios, their benefits, and issues relating to their use. In adopting electronic portfolios as a medium for student learning, certain criteria ensure success and several barriers to implementation exist. In addition, several educational and technical considerations are inherent when adopting an electronic portfolio system.
Added by: Laure Endrizzi  Last edited by: Laure Endrizzi
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