Reflecting on Portfolio Development

2011 ◽  
Vol 1 (1) ◽  
pp. 64-78 ◽  
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Reflecting on Portfolio Development

2013 ◽  
pp. 197-211
Author(s):  
Hea-Jin Lee ◽  
Leah Herner-Patnode
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Portfolio Assessment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Assessment Procedure ◽  
Self Assessment ◽  
Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Understanding the educational value of the film Please Vote for Me: The case for a pedagogical course in citizenship education

2019 ◽  
Vol 14 (3) ◽  
pp. 263-276
Author(s):  
Mei-Yee Wong
Keyword(s):  
Preservice Teachers ◽  
Moral Education ◽  
Undergraduate Students ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Documentary Film ◽  
Chinese Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Small Scale

Abstract Studies have demonstrated the importance of citizenship education for preservice teachers; however, studies on citizenship education pedagogies in university programmes have been rare. This small-scale study furthers the discussions in western and Chinese literature regarding the documentary film Please Vote for Me. By using the film in a citizenship and moral education curriculum course, this study explored undergraduate students' perceptions of using the documentary film Please Vote for Me and their actual learning experiences and outcomes. Data were collected through student interviews, reflective journals and worksheets. The study revealed that, overall, the students appreciated learning by using documentary films; they learned reflection and critical thinking skills and about the concept of democracy. They also discussed the educational topics in the film and reflected on the expected teacher and parent roles of citizenship education. The study provides empirical evidence to supplement the literature on citizenship teaching and learning in teacher education by using a documentary film as a resource.

scholarly journals Peer Feedback and Reflective Practice in Public Service Interpreter Training

2020 ◽  
Vol 6 (2) ◽  
pp. 133-159
Author(s):  
Katarzyna Holewik
Keyword(s):  
Data Analysis ◽  
Pilot Study ◽  
Reflective Practice ◽  
Public Service ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Self Assessment ◽  
Interpreter Training

The paper discusses the importance of student-generated feedback, that is, peer feedback and self-assessment in public service interpreter training. The importance of peer feedback and self-assessment is widely recognised in teaching and learning and benefits include: promoting analytical and critical thinking skills, students’ active participation in the learning process, promoting a collaborative model of teaching and learning, students’ responsibility and autonomy, to name but a few. However, their beneficial character can also be observed in public service interpreter training. The aim of the pilot study conducted among trainee interpreters (MA students) of public service interpreting course was to examine interpreting quality and compare positive (strengths) and negative aspects (weaknesses) of trainee interpreters’ performance identified by them by means of peer feedback and reflection (self-assessment). The trainees participated in simulated public service interpreting sessions and later were asked to reflect on their own as well as their peers’ performance. As seen from data analysis, there are discrepancies between peer feedback and reflection in the perception of students’ strengths and weaknesses and a negative trend can be observed in the case of reflection.

scholarly journals DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING

2019 ◽  
Vol 5 (2) ◽  
pp. 297
Author(s):  
Ika Wahyuni Lestari
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Feedback ◽  
Young Learners

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Self-Assessment of Critical Thinking Skills in EFL Writing Courses at the University Level: Reconsideration of the Critical Thinking Construct

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Youssef Nadri ◽  
Adil Azhar
Keyword(s):  
Critical Thinking ◽  
Formative Evaluation ◽  
Evaluation Process ◽  
Thinking Skills ◽  
Two Dimensions ◽  
Critical Thinking Skills ◽  
Assessment Practices ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Efl Writing

The Critical Thinking (CT) component has by now secured a key place within EFL curriculum aims and objectives. The integration of a CT dimension into the teaching of the writing skill in particular has received considerable attention in research. However, research has also pointed to the failure of assessment practices to evaluate CT development. It is within this context that the present work advocates a standard based approach to the assessment of CT in EFL writing that aligns assessment criteria to the critical abilities articulated in the learning outcomes (i.e., standards). This fosters a conception of CT measures that associates components of CT with higher order writing skills. Accordingly, the first objective of the study is to empirically test the relationship between CT dispositions and metacognitive strategy use in an attempt to establish a model of writing (self-)assessment that combines these two dimensions. As assessment is viewed as a formative evaluation process subservient of learning, the study also targets the students’ self-assessment strategies during the writing process. To this purpose, a questionnaire has been designed, and administered to 100 students at the Faculty of Letters and Human Sciences in Rabat to tap their perceptions and use of CT skills. The data analysis revealed that critical thinking development and assessment are metacognitive in nature; it follows that metacognitive skills such as planning, self-evaluating and reflecting are to be used as an essential vehicle in the development of Critical Thinking skills. This points to the paramount role of CT-informed formative (self-)assessment practices in benefiting ELT writing learners.

scholarly journals The Implementation of Portfolio Assessment to Increase Critical Thinking Ability for High School Students on Human Coordination System Material

2021 ◽  
Vol 9 (3) ◽  
pp. 130-136
Author(s):  
Annisa Tiara Linanti ◽  
Saiful Ridlo ◽  
Siti Harnina Bintari
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Portfolio Assessment ◽  
Deep Understanding ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Coordination System

Critical thinking has an essential role in the development of 21st-century skills to form students who have a deep understanding of the subject being studied. The use of portfolio assessment is believed to be a means of mastering a subject. This study was aimed to analyze whether the implementation of portfolio assessment in Biology learning in human coordination systems material can improve students' critical thinking skills. This study used a pretest and posttest control group design. Based on the results of the analysis, it was found that the means posttest score of students' critical thinking skills in the experimental class was 78.28, and the control class was 63.36. The Independent Sample T-Test showed a significant mean difference between the experimental class and the control class. The improvement of critical thinking skills by implementing portfolio assessment was better than the control class. The regression test showed that the contribution of the portfolio assessment to the improvement of critical thinking skills was 19.1%. The results of the analysis showed that the portfolio assessment distributed students in three categories of critical thinking skills were 59.4% in the enough category, 31.3% in the good category, and 9.4% in the very good category. The conclusion is that the implementation of portfolio assessment has a positive effect on increasing students' critical thinking skills in the human coordination system material.

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