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Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity

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Title: Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
Language: English
Authors: Fu, Hong (ORCID 0000-0003-2684-4546), Hopper, Tim (ORCID 0000-0002-1347-5422), Sanford, Kathy, Monk, David (ORCID 0000-0002-9178-6576)
Source: Canadian Journal for the Scholarship of Teaching and Learning. Feb 2022 13(1).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Portfolios (Background Materials), Electronic Publishing, Teacher Education Programs, Preservice Teachers, Student Evaluation, Evaluation Methods, Student Experience, Foreign Countries, Professional Identity, Formative Evaluation, Feedback (Response), Peer Evaluation, Educational Technology, Electronic Learning, Interdisciplinary Approach
Geographic Terms: Canada
ISSN: 1918-2902
Abstract: This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329624
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
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  Data: <searchLink fieldCode="AR" term="%22Fu%2C+Hong%22">Fu, Hong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2684-4546">0000-0003-2684-4546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hopper%2C+Tim%22">Hopper, Tim</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1347-5422">0000-0002-1347-5422</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanford%2C+Kathy%22">Sanford, Kathy</searchLink><br /><searchLink fieldCode="AR" term="%22Monk%2C+David%22">Monk, David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9178-6576">0000-0002-9178-6576</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. Feb 2022 13(1).
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
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  Data: 1918-2902
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  Data: This study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month post-degree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates' experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfolios to support their process of becoming teachers is focused in the conclusion of the paper.
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  Data: 2022
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  Data: EJ1329624
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Portfolios (Background Materials)
        Type: general
      – SubjectFull: Electronic Publishing
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Professional Identity
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity
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            NameFull: Hopper, Tim
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            NameFull: Sanford, Kathy
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              Y: 2022
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              Value: 1918-2902
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