Canadian Journal of Learning and Technology Amount 31(3) Fall season / Automne 2005 an electric Portfolio to aid Learning1
Canadian Record of Learning and Technology
Volume 31(3) Fall as well as automne june 2006
An Electronic Stock portfolio to Support Learning1
Philip C. Abrami
Anne Wade, can be Manager and Information Specialist at the Hub for the Study of Learning and Performance/Education, Unione University, Montreal, Quebec. Communication concerning this information can be delivered to Anne Wade, Concordia School, LB 581. 1455 sobre Maisonneuve Blvd. West, Montreal, Quebec, Canada H3G 1M8. Email: [email protected] concordia. ca�
Philip C. Abrami, PhD is a Professor, Director and Research Seat at the Hub for study regarding Learning and gratification, Concordia University, Montreal, Quebec. �
Jennifer Sclater, is an ICT Cosultant with the Centre for the Study of Learning and Performance, Consenso University, Montreal, Quebec. Subjective
Abstract: In this newspaper, we provide a description of a CSLP research project that looked at profile use within a middle college, the web-based e-portfolio computer software we have designed within the context of the Quebec, canada , educational program, our programs for further progress the instrument, and our research strategies related to the utilization of portfolios to support learning. Our aim is to combine analysis evidence in portfolio work with with sensible feedback in the field so that they can develop easy-to-use, powerful application designed to support active self-regulated student learning in schools. Résumé: L'article contient une description d'un projet de recherche du CEAP qui examine l'utilisation de portfolios au sein d'une école secondaire, le logiciel de portfolios électroniques axé sur votre Web la cual nous avons développé au sein ni système d'éducation du Québec, nos ideas visant le perfectionnement sobre l'outil et nos plans en matière de recherche visant l'utilisation sobre portfolios pour appuyer l'apprentissage. Notre objectif est de conjuguer les résultats entre ma recherche en se promenant sur l'utilisation de portfolios avec la rétroaction pratique kklk utilisateurs vers de tenter de développer des logiciels puissants et faciles � utiliser dump appuyer l'apprentissage auto-réglementé ainsi que actif kklk étudiants dans le marche de les écoles. Educational Goals of Portfolios
A portfolio may be understood to be a purposeful collection of pupil work that tells the storyline of a student's effort, progress and/or achievement in one or maybe more areas (Arter & Spandel, 1992; MacIsaac & Jackson, 1994). The Quebec Education Programme (QEP) (Ministère para l'Education i Québec, 2001) is based on the guidelines of socio-constructivism including a belief in the benefit of portfolios and requires professors and college students to develop a proficiency with them. Consequently, the use of portfolios has been required within the general Language Arts curriculum and is also encouraged in other core subject areas. The QEP lists the following as possible benefits of portfolios, they will: involve pupils in their learning (as a device for reflection); allow students to increase their ability to self-evaluate; teach pupils to make options; encourage college students to better figure out themselves and focus on all their strengths; let students reflect on all their procedures, tactics, and accomplishments so that they can improve and correct these people and ultimately succeed; showcase feedback during the learning method, particularly during individual meetings; encourage college students to think about their advantages, needs, errors, interests, difficulties, and targets; encourage fun processes amongst students, teachers, and parents; shows student improvement because it monitors performance with time; and they are used to assess competencies developed by pupils. Portfolios can be linked to the subsequent cross-curricular expertise within the QEP (2001): Intellectual Competencies. Encourages students to " employ information, to resolve a problem, to exercise crucial judgment and also to use creativity. ” (p. 13) Methodological Competencies. Encourages students to...
References: Arter, J. A. & Spandel, V. (1992). Using portfolios of scholar work in instruction & assessment. Educational Measurement: Issues & Practice, 11(1), 36–44.
Barrett, H. C. (2001). Electric portfolios. Within a. Kovalchick & K. Dawson (Eds. ). Educational technology: An encyclopedia. Santa Barbara, CA: ABC-Clic.
Barrett, They would. C. (2004, April). Differentiating electronic portfolios and online assessment managing systems. Conventional paper presented on the annual conference of the American Educational Exploration Association: North park, CA.
Bereiter, C., & Scardamalia, M. (1989). Deliberate learning as a goal of instruction. In L. N. Resnick (Ed. ), Knowing, learning, and instruction: Works in honor of Robert Glaser (pp. 361–392). Hillsdale, NJ: Lawrence Erlbaum Associates.
Camp, R. (1992). Portfolio reflections in middle section and second school classes. In. T. B. Yancey (Ed. ). Portfolios inside the writing classroom (pp. 61–79). Urbana, IL: National Council of Teachers of English.
Danielson, C., & Abrutyn, D. (1997). An introduction to employing portfolios in their classroom. Alexandria, VA: Association to get Supervision and Curriculum Advancement.
Fenwick, To. J., & Parsons, J. (1999). A note on employing portfolios to assess learning. Canadian Social Research, 33(3), 90–92.
Foote, C. J. & Vermette, L. J. (2001). Teaching profile 101: Putting into action the educating portfolio in introductory training. Journal of Instructional Mindset, 28(1), 31–37.
Gearhart, M., & Wolf, S. A. (1997). Problems in profile assessment: Examining writing procedures from their goods. Educational Examination, 4, 265–296.
Hillyer, T., & Lye, T. C. (1996). Portfolios and second graders' self-assessments of their advancement as copy writers. Reading Improvement, 133, 148–159.
Kakkar, M., Zitkute, M., & Abrami, P. C. (2000, May). Student learning in a portfolio classroom. Paper shown at the 6th Annual EvNet Conference, Cornwall, Ontario.
MacIsaac, D., & Jackson, M. (1994). Assessment processes and outcomes: Collection construction. New Directions to get Adult and Continuing Education�. 62�, 63–72.
Mills-Courts E. & Amiran M. R. (1991). Metacognition and the usage of portfolios. In P. Belanoff & Meters. Dickson (Eds. ) Portfolios procedure and product. Portsmouth: Boynton/Cook Publishers Heinemann.
Ministère sobre l'Education ni Québec (2001). Québec Education Program: Fresh directions to achieve your goals together (Approved ver. ). Québec, QC: MEQ. Retrieved fromhttp://www.meq.gouv.qc.ca/DGFJ/dp/programme_de_ formation/primaire/educprg2001h. htm
Perry, N. E
QESN-RÉCIT. (2005). Portfolio process: On-line resources for educators. Retrieved 06 11, 2006 from http://www.qesn.meq.gouv.qc.ca/portfolio/ port_eng. html
Sweidel, G. B
Wade, R. C., & Yarbrough, D. W. (1996). Portfolios: A tool for reflective considering in tutor education. Instructing and Instructor Education: A global Journal of Research and Studies, 12(1), 63–79.
Wolfe, E. T. (1996, April). Student Reflection in Portfolio Assessment. Daily news presented in the Annual Getting together with of the Countrywide Council in Measurement in Education, New york city, NY.