Technology 2000: Using Electronic Portfolios for the Performance Assessment of Teaching and Learning

2021 ◽  
pp. 185-198
Author(s):  
Dennis M. Holt ◽  
Paula McAllister ◽  
Erin Claxton Ingram
Keyword(s):  
Performance Assessment ◽  
Teaching And Learning ◽  
Electronic Portfolios

Instructional Roles of Electronic Portfolios

2011 ◽  
pp. 1-14 ◽  
Author(s):  
Greg Sherman
Keyword(s):  
Student Performance ◽  
Role Models ◽  
Teaching And Learning ◽  
Traditional Approach ◽  
Electronic Portfolios ◽  
Teacher Preparation Program ◽  
Management Tool ◽  
Instructional Roles ◽  
Meaningful Context ◽  
Assessment Strategies

This chapter presents an overview of 11 different ways in which electronic portfolios (ePortfolios) can support the teaching and learning process. Too often, discussion about the general instructional nature of ePortfolios only focuses on two distinct roles: portfolios as a means of assessing specific student performance, and portfolios as a showcase for outstanding student accomplishments. This chapter summarizes how ePortfolios can contribute to the design and implementation of effective instruction in many different ways by assuming a variety of roles that go beyond a traditional approach to portfolio use in the classroom. These roles include artifact creation as meaningful context, goal-setting, practice with a purpose, examples and non-examples, assessment, reflection, communication, instructor planning and management tool, learner organization tool, interdisciplinary teaching and learning, and historical records/stories as role models. Examples of portfolio requirements and assessment strategies from a higher education teacher preparation program are used to illustrate these different roles.

scholarly journals Metacognitive Evaluation Method in Consecutive Interpretation for Novice Learners

2006 ◽  
Vol 51 (2) ◽  
pp. 273-283 ◽  
Author(s):  
Jung Yoon Choi
Keyword(s):  
Learning Curve ◽  
Performance Assessment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Evaluation Method ◽  
Novice Learners

Abstract This research mainly describes the metacognitive evaluation method that can affect both the teaching and learning process of learners, especially novice learners, in consecutive interpretation. The basic idea of this study is to argue that evaluation of novice learners should be based on standards differentiated from those geared towards professional interpreters. The purpose and limitations of evaluation from a pedagogical standpoint are examined, followed by an overview of evaluation in the interpretation classroom. This study is noteworthy in that it attempts to propose a framework for performance assessment and to introduce the learning curve concept as part of assessing the learning process, which are presented as the main elements of the metacognitive evaluation method.

scholarly journals Performance assessment for vocational history teacher as certified educator

2017 ◽  
Vol 7 (1) ◽  
pp. 56
Author(s):  
A. Aman
Keyword(s):  
High School ◽  
Performance Assessment ◽  
Teaching And Learning ◽  
Performance Level ◽  
Assessment Instrument ◽  
Average Score ◽  
Evaluation Instrument ◽  
Vocational High School ◽  
History Teacher ◽  
Certified Teacher

The purposes of this study were: 1) to obtain evaluation instrument of vocational high school history certified teacher’s performance, and 2) to know the level performance of vocational high school certified teacher. This study used descriptive quantitative method. Validator of this study were 6 evaluation experts where in the operational trial consists of 3 vocational school teachers, 3 principals, and 60 students of SMK I Yogyakarta, SMK 1 Sewon Bantul, and SMK 2 Sewon Bantul. The result of the study shows that (1) the performance assessment instrument of certified history teachers is declared eligible by the experts with a mean score of 4.23 and have a good readability with a score of 4.12 (assessed by three principals, three teachers and six students); (2) the performance level of vocational history teacher who has been certified educator in Yogyakarta showed the average score of 4.20, which categorized as excellent. Based on the assessment, the score was 4.28 assessed by teachers or categorized as excellent; 4.26 assessed by principals or categorized as excellent; and 4.12 assessed by students or categorized as good. While, the teacher’s performance level in: planning component showed a score of 4.22 or categorized as excellent; teaching and learning implementation component showed 4.20 or categorized as excellent; and learning evaluation component showed a score of 4.19 or categorized as good.Keywords: instrument, historical teacher performance, vocational, certified teacher profession PENILAIAN KINERJA GURU SEJARAH SEKOLAH MENENGAH KEJURUAN BERSERTIFIKAT PENDIDIKAbstrakPenelitian ini bertujuan untuk: (1) memperoleh instrumen penilaian kinerja guru sejarah SMK yang sudah bersertifikat pendidik yang layak, dan (2) mengetahui tingkat kinerja guru sejarah SMK yang sudah bersertifikat pendidik. Penelitian ini menggunakan metode deskriptif kuantitatif. Validator dalam penelitian ini sebanyak 6 orang pakar evaluasi, dan dalam uji operasional lapangan terdiri dari 3 guru SMK, 3 kepala sekolah, dan 60 siswa yang diambil dari SMK I Yogyakarta, SMK 1 Sewon Bantul, dan SMK 2 Sewon Bantul. Hasil penelitian menunjukkan bahwa (1) instrumen penilaian kinerja guru sejarah SMK yang sudah bersertifikat pendidik di nyatakan layak oleh para ahli dengan rerata skor sebesar 4.23 dan memiliki keterbacaan yang baik skor 4.12 berdasarkan penilaian 3 kepala sekolah, 3 guru dan 6 siswa, (2) tingkat kinerja guru sejarah SMK yang sudah bersertifikat pendidik di Daerah Istimewa Yogyakarta menunjukkan rerata skor 4.20 yang berarti kinerja guru sangat baik. Berdasarkan hasil penilaian guru rerata skor menunjukkan 4.28 atau sangat baik, kepala sekolah 4.26 sangat baik, dan hasil penilaian siswa 4.12 atau kriteria baik. Sedangkan secara keseluruhan kinerja guru komponen perencanaan memperoleh skor 4.22 kategori sangat baik, komponen pelaksanaan pembelajaran 4.20 kategori sangat baik, dan komponen evaluasi pembelajaran sebesar 4.19 atau kategori baik.Kata kunci: instrumen, kinerja guru sejarah, SMK, profesi pendidik

Web-Based Student Assessment

2011 ◽  
pp. 165-188 ◽  
Author(s):  
Apiwan D. Born
Keyword(s):  
Performance Assessment ◽  
Student Learning ◽  
Real World ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Web Based ◽  
Assessment Technique ◽  
Teaching And Learning Environment ◽  
Guidelines And Recommendations ◽  
Positive Effect

In this chapter, a means of evaluating students in a Web-based teaching and learning environment is examined. Two techniques, summative and formative, are introduced and discussed together with their related issues including delivery and submission, evaluation and feedback, and dealing with cheating. While a summative or traditional technique has been criticized for being too rigid and outdated, a formative or performance assessment technique promises its authenticity, as it requires students to solve real-world problems. It is argued in this chapter, that both techniques serve as essential measures of student learning and should be used in combination. At the end, instructors are provided with guidelines and recommendations for developing and delivering effective Web-based student assessment. The author hopes that understanding the concept and significance of student assessment in a Web-based educational setting will promote the use of proper techniques and render a positive effect on student learning, which we, as educators, value the most.

Empowering Students’ Writing Skill through Performance Assessment

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
I Made Suastra ◽  
Sebastianus Menggo
Keyword(s):  
Performance Assessment ◽  
Teaching And Learning ◽  
Classroom Assessment ◽  
Positive Impact ◽  
Writing Skills ◽  
Learning Performance ◽  
Data Series ◽  
Post Test ◽  
The Mean ◽  
Learning Language

It is quite common to our understanding that classroom assessment outcomes are not sensitive to the goal of teaching and learning language skills. More specifically, the assessment cannot allow the students to present what they know and what they are supposed to do. The purpose of classroom assessment is to inform teaching and to improve learning. Performance assessment gives the students a chance to demonstrate their knowledge and absorb a wide variety of information on language teaching and learning activities. This study aims to analyze the implementation of performance assessment in improving students' writing skills and disclosing the students' psychological factors on implementing performance assessment in the writing learning process. This is a descriptive qualitative study that was carried out for three months, namely October-December 2018. The participants of the research were 28 English department students of Udayana University. The instruments used were writing rubric, questionnaires, and interviews.  These data were analyzed with the assistance of the excel chart data series software program and then followed by qualitative interpretation. The questionnaire data were displayed in the form of a percentage, while the data from the interviews were narrated in detail based on students' responses. The findings of the study reported a positive impact on students' writing skills (the mean post-test result = 78), boosts students' interest and awareness (92,85%), self-esteem (85,71%), and their motivation (78,57%). The practitioners are expected to implement performance assessment in enhancing students to be a competent English writer.

scholarly journals Video Considerations for the World Language edTPA

2018 ◽  
pp. 7682-7691
Author(s):  
Elizabeth Goulette ◽  
Pete Swanson
Keyword(s):  
Performance Assessment ◽  
Effective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Performance ◽  
Language Education ◽  
The United States ◽  
World Language ◽  
High Stakes ◽  
Highly Effective Teachers

For decades in the United States, teacher preparation has been both a political and social focus. The development of highly effective teachers is highly scrutinized and there is a new, nationally-reviewed teacher performance assessment, edTPA, which teacher candidates must pass in order to become certified in 36 states and the District of Columbia. Research shows that teacher candidates in World Language Education have the most difficulty in assessing teaching and learning. In this chapter, the authors outline edTPA and present considerations regarding the use of video in conjunction with the Integrated Performance Assessment as a means to improve novice teacher performance on this high-stakes assessment.

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