Bibliografía - Editorial Síntesis Los portafolios electrónicos en el hemisferio de la evaluación auténtica Cummings, J.J. y Maxwell, G.S. (1999): “Contextualising authentic

Capítulo 1

Andrade, H.L.; Du, Y. y Mycek, K. (2010): “Rubric-referenced self-assessmentand middleschool students’ writing”. Assessment in Education: Principles,Policy y Practice, 17(2): 199-214.

Avery, P.G. (2000): “Authentic Student Performance, Assessment Tasks, andInstruction”. Center for Applied Research and Educational Improvement(CAREI), 8 (1). Descargado el día 14 de julio de 2010 dehttp://www.cehd.umn.edu/carei/reports/rpractice/Fall2000/avery.html

Bagnato, S.J.; Suen, H.K.; Brickley, D.; Smith-Jones, J. y Dettore, E. (2002):“Child developmental impact of Pittsburgh’s Early Childhood Initiative(ECI) in high-risk communities: first-phase authentic evaluation research”.Early Childhood Research Quarterly, 17: 559-580.

Brown, G.T.L. y Hirschfeld, G.H.F. (2008): “Students’ conceptions of assess-ment: Links to outcomes”. Assessment in Education: Principles, Policy andPractice, 15(1): 3-17.

Campbell, A. (2005): “Application of ICT and rubrics to the assessment processwhere professional judgment is involved: the features of an e-marking tool”.Assessment y Evaluation in Higher Education, 30(5): 529-537.

Cronjé, J. (2006): “Paradigms Regained: Toward Integrating Objectivism andConstructivism in Instructional Design and the Learning Sciences”.ETR&D, 54(4): 387-416.

Bibliografía

278 Los portafolios electrónicos en el hemisferio de la evaluación auténtica

Cummings, J.J. y Maxwell, G.S. (1999): “Contextualising authentic assess-ment”. Assessment in Education: Principles, Policy y Practice, 6: 177-194.

Dogan, A. y Kaya, O.N. (2009): “Poster sessions as an authentic assessmentapproach in an open- Ended University general chemistry laboratory”.Procedia Social and Behavioral Sciences, 1: 829-833.

Falchikov, N. y Goldfinch, J. (2000): “Student peer assessment in higher edu-cation: A meta-analysis comparing peer and teacher marks”. Review of Edu-cational Research, 70(3): 287-322.

Frazier, B.N. y Gelman, S.A. (2009): “Developmental changes in judgmentsof authentic objects”. Cognitive Development, 24: 284-292.

Gulikers, J.T.M.; Kester, L.; Kirschner, P.A. y Bastiaens, T.J. (2008): “Theeffect of practical experience on perceptions of assessment authenticity,study approach, and learning outcomes”. Learning and Instruction, 18:172-186.

Gulikers, J.T.M.; Biemans, H. y Mulder, M. (2009): “Developer, teacher, stu-dent and employer evaluations of competence-based assessment quality”.Studies in Educational Evaluation, 35: 110-119.

Gulikers, J.T.M.; Bastiaens, T.J. y Kirschner, P.A. (2004): “A Five-DimensionalFramework for Authentic Assessment”. ETR&D, 52(3): 67-86.

Hay, P.J. y Macdonald, D. (2008): “(Mis)appropriations of criteria and stan-dards-referenced assessment in a performance-based subject”. Assessmentin Education: Principles, Policy y Practice, 15(2): 153-168.

Kollar, I. y Fischer, F. (2010): “Peer assessment as collaborative learning: Acognitive perspective”. Learning and Instruction, 20(4): 344-348.

Meier, S.L.; Rich, B.S. y Cady, J.A. (2006): “Teachers’ use of rubrics to scorenon-traditional tasks: factors related to discrepancies in scoring”. Assess-ment in Education: Principles, Policy y Practice, 13(1): 69-95.

Ministerio de Educación y Ciencia (2007): “ORDEN ECI/2211/2007, de 12de julio, por la que se establece el currículo y se regula la ordenación de la Edu-cación Primaria”. (BOE núm. 173, Viernes 20 julio 2007).

Newmann, F. (s/f ). Authentic Intellectual Work: What and Why? Descarga-do el día 14 de julio de 2010 de http://www.cehd.umn.edu/carei/reports/rpractice/Fall2000/newmann.html

Newmann, F. y Wehlage, G.G. (1993): “Five Standards of Authentic Instruc-tion”. Educational Leadership, April. Association for Supervision and Curri-culum Development.

Ottoson, J.M. (2009): “Knowledge-for-action theories in evaluation: Knowl-edge utilization, diffusion, implementation, transfer, and translation”. NewDirections for Evaluation, 124: 7-20.

Bibliografía 279

Paavola, S.; Lipponen, L. y Hakkarainen, K. (2004): “Models of InnovativeKnowledge Communities and Three Metaphors of Learning”. Review ofEducational Research, 74(4): 557-576.

Palm, T. (2008): “Performance Assessment and Authentic Assessment: A Con-ceptual Analysis of the Literature”. Practical Assessment, Research y Evalu-ation, 13(4): 1-11.

Peterson, E.R. y Irving, S.E. (2008): “Secondary school students’ conceptionsof assessment and feedback”. Learning and Instruction, 18(3): 238-250.

Schulz, M. y Roßnagel, Ch.S. (2010): “Informal workplace learning: An explo-ration of age differences in learning competence”. Learning and Instruc-tion, 20(5): 383-399.

Shafer, W.D.; Swanson, G.; Bene, N. y Newberry, G. (2001): “Effects of TeacherKnowledge of Rubrics on Student Achievement in Four Content Areas”.Applied Measurement in Education, 14(2): 151-170.

Stake, R. (2006): Evaluación comprensiva y evaluación basada en estándares.Editorial Graó. Barcelona.

Wenzlaff, T.L. (1999): “What is a Rubric? Do Practitioners and the LiteratureAgree?” Contemporary Education, 70(4): 41-46.

Capítulo 2

Barrett, H. (2000): “Create your Own Electronic Portfolio: Using 2off-the-shelf software to showcase your own or student work”. Learning and Lea-ding with Technology, 27(7): 14-21.

Boulet, J.R.; Rebbecchi, T.A.; Denton, E.C.; Mckinley, D. y Whelan, G.P.(2004): “Assessing the written communication skills of medical schoolgraduates”. Advances in Health Sciences Education, 9: 47-60.

Bullard, J.E. y McLean, M. (2000): “Jumping through Hoops?: philosophyand practice expressed in geographers’ teaching portfolios”. Journal of Geog-raphy in Higher Education, 24(1): 37-52.

Bullock, A.A. y Hawk, P.P. (2000): Developing a Teaching Portfolio-A guide forpreservice and practicing teachers. Ohio. Merrill-Prentice-Hall.

Carney, J. (2004): “Setting an Agenda for Electronic Portfolio Research: AFramework for Evaluating Portfolio Literature”. Descargado el 7 de Juliode 2010 de http://it.wce.wwu.edu/carney/Presentations/AERA04/AERA-researchlit.pdf

Castelló, M. y Monereo, C. (2001): “Un prácticum formativo organizadoen carpetas”. En L. M. Villar (Dir.): La Universidad. Evaluación educa-


tiva e innovación curricular (pp. 339-366). I.C.E. Universidad de Sevilla.Sevilla.

Charlesworth, A. (2006): “Legal issues relating to e-portfolio systems”. Lon-don: Eduserv Foundation Symposium. Descargado el 7 de Julio de 2010de http://www.jisc.ac.uk/uploaded_documents/Legal_Aspects_FAQ.pdf

Darling, L. F. (2001): “Portfolio as practice: the narratives of emerging teach-ers”. Teaching y Teacher Education, 17: 107-121.

Duque, G. y otros (2006): “Learning while evaluating: the use of an electronicevaluation portfolio in a geriatric medicine clerkship”. BMC Medical Edu-cation. Descargado el 7 de Julio de 2010 de http://www.biomedcen-tral.com/1472-6920/6/4

Hoel, T.L. y Haugaløkken, O.K. (2004): “Response Groups as LearningResources When Working with Portfolios”. Journal of Education for Teach-ing, 30(3): 225-241.

Lopez-Fernandez, O. y Rodriguez-Illera, J.L. (2009): “Investigating univer-sity students’ adaptation to a digital learner course portfolio”. Computers& Education, 52(3): 608-616).

Lorenzo, G. y Ittelson, J. (2005): “An Overview of E-Portfolios. Descargado el7 de Julio de 2010 de http://www.educause.edu/

Meza, J. (2001): “El proyecto ePortafolio ubica al Tecnológico de Monterrey en lavanguardia mundial de preparación de futuros egresados”. Descargado el 7de Julio de 2010 de http://paginas.ccm.itesm.mx/~jemeza/portafolio.htm

Paulson, F.; Paulson, P. y Meyer, C. (1991): “What Makes A Portfolio?” Edu-cational Leadership Magazine, 48(5): 60-63.

Peterson, K. D.; Stevens, D. y Mack, C. (2001): “Presenting complex teacherevaluation data: advantages of dossier organization techniques over port-folios”. Journal of Personnel Evaluation in Education, 15(2): 121-133.

Pozo, Mª T. y García, B. (2006): “El portafolios del alumnado: una investi-gación-acción en el aula universitaria”. Revista de Educación, 341, Sep-tiembre-diciembre: 737-756.

Stäuble, B. (2005): “Using concept maps to develop lifelong learning skills: Acase study”. In The Reflective Practitioner. Proceedings of the 14th Annu-al Teaching Learning Forum, 3-4 February 2005. Perth: Murdoch Uni-versity. Descargado el 7 de Julio de 2010 de http://lsn.curtin.edu.au/tlf/tlf2005/refereed/stauble.html

Stanley, Ch. A. (2001): “The Faculty Development Portfolio: A Frameworkfor Documenting the Professional Development of Faculty Developers”.Innovative Higher Education, 26 (1): 23-36.

Bibliografía 281

Tosh, D.; Light, T.P.; Fleming, K. y Haywood, J. (2005): “Engagement withElectronic Portfolios: Challenges from the Student Perspective”. Canadi-an Journal of Learning and Technology, 31(3) fall / autumn.

Tosh, D. y Weidmuller, B. (2004): “ePortafolios and Weblogs: one vision forePortafolio development”. Descargado el 7 de Julio de 2010 de http://tech-norati.com/; http://www.livejournal.com/

Villar, L.M. (2002): “La carpeta digital”. En Mª.V. Aguiar, J.I. Farray y J. Bri-to. Cultura y Educación en la Sociedad de la Información (pp. 95-107). Net-biblo, SL. A Coruña.

Zeichner, K. y Wray, S. (2001): “The teaching portfolio in US teacher edu-cation programs: what we know and what we need to know”. Teaching yTeacher Education, 17: 613-621.

Wade, R.C. y Yarbrough, D.B. (1996): “Portfolios: a tool for reflective think-ing in teacher education?” Teaching y Teacher Education, 12(1): 63-79.

Wesel, M. y Prop, A. (2008): “Comparing students’ perceptions of paper-basedand electronic portfolios”. Canadian Journal of Learning and Technology,34(3), fall /autumn.

Wright, W.A.; Knight, P.T. y Pomerleau, N. (1999): “Portfolio People: Teach-ing and Learning Dossiers and Innovation in Higher Education”. Innov-ative Higher Education, 24(2): 89-103.

Capítulo 3

Anido, L.E.; Fernández, M.J.; Caeiro, M.; Santos, J.M.; Rodríguez, J.S. y Lla-mas, M. (2002): “Educational metadata and brokerage for learning resour-ces”. Computers & Education, 38: 351-374.

Bannink, A. (2009): “How to capture growth? - Video narratives as an instru-ment for assessment in teacher education”. Teaching and Teacher Educa-tion, 25: 244-250.

Bernabé, I. (2009): “Recursos TICs en el Espacio Europeo de Educación Supe-rior (EEES): Las Webquests”. Pixel-Bit. Revista de Medios y Educación, 35:115-126

Brown, S.; Hardaker, C.H.M. y Higgett N.P. (2000): “Designs on the Web:A case study of online learning for design students”. ALT-J: Research inLearning Technology, 8(1): 30-40.

Cole, M. (2009): “Using Wiki technology to support student engagement:Lessons from the trenches”. Computers & Education, 52(1): 141-146.


Conole, G. y Warburton, B. (2005): “A review of computer-assisted assess-ment”. ALT-J, 13(1): 17-31.

Evans, M.A. y Powell, A. (2007): “Conceptual and practical issues related tothe design for and sustainability of communities of practice: the case of e-portfolio use in preservice teacher training”. Technology, Pedagogy and Edu-cation, 16(2): 199-214.

Frederiksen, J.R.; Sipusic, M.; Sherin, M. y Wolfe, E.W. (1998): “Video Port-folio Assessment: Creating a Framework for Viewing the Functions ofTeaching”. Educational Assessment, 5(4): 225-297.

Garrison, D.R.; Anderson, T. y Archer, W. (1999): “Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education”. TheInternet and Higher Education, 2(2-3): 87-105.

González-Castaño, F.J.; Anido-Rifón, L.; Vales-Alonso, J.; Fernaández-Igle-sias, M.J.; Llamas Nistal, M.; Rodríguez-Hernández, P. y Pousada-Car-ballo, J.M. (2001): “Internet access to real equipment at computer archi-tecture laboratories using the java/CORBA paradigma”. Computers &Education, 36: 151-170.

Gonzalez-Barbone, V. y Anido-Rifon, L. (2010): “From SCORM to Com-mon Cartridge: A step forward”. Computers & Education, 54: 88-102.

Granic´, A.; Mifsud, Ch. y ‘Cukušic´, M. (2009): “Design, implementationand validation of a Europe-wide pedagogical framework for e-Learning”.Computers & Education, 53: 1052-1081.

Heilesen, S.B. (2010): “What is the academic efficacy of podcasting?” Com-puters & Education, 55(3): 1063-1068.

Kimball, M. (2005). “Database e-portfolio systems: A critical appraisal”. Com-puters and Composition, 22: 434-458.

King, P.M. y Kitchener, K.S. (1994): Developing Reflective Judgment. Jossey-Bass Publishers. San Francisco.

Kreijns, K.; Kirschner, P. y Jochems, W. (2003): “Identifying the pitfalls for socialinteraction in computer-supported collaborative learning environments: Areview of the research”. Computers in Human Behavior, 19: 335-53.

Kuiper, E.; Volman, M. y Terwel, J. (2005): “The Web as an Information Resourcein K-12 Education: Strategies for Supporting Students in Searching and Pro-cessing Information”. Review of Educational Research, 75(3): 285-328.

Lan, Y-F. y Sie, Y.-S. (2010): “Using RSS to support mobile learning based onmedia richness theory”. Computers & Education, 55(2): 723-732.

Land, S.M. y Zembal-Saul, C. (2003): “Scaffolding Reflection and Articula-tion of Scientific Explanations in a Data-Rich, Project-Based Learning Envi-ronment: An Investigation of Progress Portfolio”. ETR&D, 51(4): 65-84.

Bibliografía 283

Lopez-Fernandez, O. y Rodriguez-Illera, J.L. (2009): “Investigating univer-sity students’ adaptation to a digital learner course portfolio”. Computers& Education, 52: 608-616.

Love, D.; McKean, G. y Gathercoal, P. (2004): “Portfolios to Webfolios andbeyond: levels of maturation” [electronic version]. Educause Quarterly,27, 1-15. Descargado el 7 de Julio de 2010 de www.educause.edu/pub/eq/eqm04/eqm0423.asp

Ma, X. y Rada, R. (2005): “Building a Web-Based Accountability System ina Teacher Education Program”. Interactive Learning Environments, 13(1-2): 93-119.

Meeus, W.; Van Petegem, P. y Meijer, J. (2008): “Stimulating independentlearning: a quasi- experimental study on portfolio”. Educational Studies,34(5): 469-481.

Ng, C.K.C.; White, P. y McKay, J.C. (2009): “Development of a Web data-base portfolio system with PACS connectivity for undergraduate healtheducation and continuing professional development. computer methodsand programs in biomedicine”. Computer Methods and Programs in Bio-medicine, 94(1): 26-38.

Pullman, G. (2002): Electronic portfolios revisited: The efolios Project. Com-puters and Composition, 19: 151-169.

Romero, C.; Ventura, S. y García, E. (2008):”Data Mining in Course Man-agement Systems: Moodle case study and tutorial”. Computers & Educa-tion, 51(1): 368-384.

Ruthven, K.; Laborde, C.; Leach, J. y Tiberghien, A. (2009): “Design Toolsin Didactical Research: Instrumenting the Epistemological and CognitiveAspects of the Design of Teaching Sequences”. Educational Researcher,38(5): 329-342.

Sánchez, L. (2009): “Plataformas de enseñanza virtual para entornos educati-vos”. Pixel-Bit. Revista de Medios y educación, 34: 217-233.

Schmid, E.C. (2010): “Developing competencies for using the interactivewhiteboard to implement communicative language teaching in the Eng-lish as a Foreign Language classroom”. Technology, Pedagogy and Educa-tion, 19(2): 159-172.

Selinger, M. (2001): “Learning information and communications technologyskills and the subject context of the learning”. Technology, Pedagogy andEducation, 10(1): 143-156.

Shim, J.P. y Guo, Ch. (2009). “Weblog Technology for Instruction, Learning,and Information Delivery. Decision Sciences”. Journal of Innovative Edu-cation, 7(1): 171-193.


Thoma, G.R.; Ford, G.; Antani, S.; Demner-Fushman, D.; Chung, M. y Simp-son, M. (2010): “Interactive publication: The document as a research tool”.Web Semantics: Science, Services and Agents on the World Wide Web, 8: 145-150.

Voithofer, R. (2005): “Designing New Media Education Research: The Mate-riality of Data, Representation, and Dissemination”. Educational Resear-cher, 34(9): 3-14.

Capítulo 4

Anderson, J.O. y Bachor, D.G. (1998): “A Canadian perspective on portfoliouse in student assessment”. Assessment in Education: Principles, Policy &Practice, 5(3): 353-379.

Broadfoot, P. y Black, P. (2004). “Redefining assessment? The first ten yearsof assessment in education”. Assessment in Education: Principles, Policy &Practice, 11(1): 7-26.

Chang, C.-C. (2001a): “A study on the evaluation and e�ectiveness analysis ofWeb-based learning portfolio (WBLP)”. British Journal of EducationalTechnology, 32(4): 435-458.

Chang, C.-C. (2001b): “Construction and Evaluation of a Web-Based Learn-ing Portfolio System: An Electronic Assessment Tool”. Innovations in Edu-cation and Training International, 38(2): 144-155.

Chang, C.-C. y Tseng, K.H. (2009). “Using a Web-based portfolio assessmentsystem to elevate project-based learning performances”. Interactive Learn-ing Environments. First published on: 28 April 2009.

Darling-Hammond, L. y Snyder, J. (2000). “Authentic assessment of teach-ing in context”. Teaching and Teacher Education, 16(5-6): 523-545.

Davis, N.T.; Kumtepe; E.G. y Aydeniz, M. (2007): “Fostering ContinuousImprovement and Learning Through Peer Assessment: Part of an IntegralModel of Assessment”. Educational Assessment, 12(2): 113-135.

Delandshere, G. y Arens, S. (2003): “Examining the quality of the evidence inpreservice teacher portfolios”. Journal of Teacher Education, 54(1): 57-73.

Dikli, S. (2006): “An overview of automated scoring of essays”. Journal of Tech-nology, Learning, and Assessment, 5(1). Recuperado el 1 de agosto de 2010de http://www.jtla.org

Garrison, D.R.; Anderson, T. y Archer, W. (2010): “The first decade of thecommunity of inquiry framework: A retrospective”. The Internet and High-er Education, 13(1-2): 5-9.

Bibliografía 285

Garrison, D.R.; Cleveland-Innes, M.; Koole, M. y Kappelman, J. (2006):“Revisiting methodological issues in transcript analysis: Negotiated cod-ing and reliability”. The Internet and Higher Education, 9(1): 1-8.

Gearhart, M. y Herman, J.L. (1998): “Portfolio Assessment: Whose Work IsIt? issues in the Use of Classroom Assignments for Accountability”. Edu-cational Assessment, 5(1): 41-55.

Gearhart, M. y Osmundson, E. (2009): “Assessment Portfolios as Opportu-nities for Teacher Learning”. Educational Assessment, 14(1): 1-24.

Gearhart, M. y Wolf, S.A. (1997): “Issues in Portfolio Assessment: AssessingWriting Processes From Their Products”. Educational Assessment, 4(4):265-296.

Gredler, M. (1995): “Implications of portfolio assessment for program evalu-ation”. Studies in Educational Evaluation, 21: 432-437.

Guevarra, J. (2009): “Discontent with content analysis of online transcripts”.ALT-J: Research in Learning Technology, 17(2): 101-113.

Heller, J.I.; Sheingold, K. y Myford, C.M. (1998): “Reasoning About Evi-dence in Portfolios: Cognitive Foundations for Valid and Reliable Assess-ment”. Educational Assessment, 5(1): 5-40.

Jacobson, W.; Sleicher, D. y Maureen, B. (1999): “Portfolio assessment ofintercultural competence”. Int. J. Intercultural Rel., 23(39): 467-492.

Johnson, R.L.; Fisher, S.; Willeke, M.J. y McDaniel II, F. (2003): “Portfolioassessment in a collaborative program evaluation: the reliability and valid-ity of a family literacy portfolio”. Evaluation and Program Planning, 26(4):367-377.

Joosten-ten Brinke, D.; Sluijsmans, D.M.A. y Jochems, W.M.G. (2010):“Assessors’ approaches to portfolio assessment in Assessment of PriorLearning procedures”. Assessment & Evaluation in Higher Education, 35(1):55-70.

Katerattanakul, P. y Siau, K. (2008): “Factors affecting the information qual-ity of personal Web portfolios”. Journal of the American Society for Infor-mation Science and Technology, 59(1): 63-76.

King, J.A. (2007): “Developing evaluation capacity through process use”. NewDirections for Evaluation, 116, Winter: 45-59.

Koretz, D. (1998): “Large-scale Portfolio Assessments in the US: evidence per-taining to the quality of measurement”. Assessment in Education: Princi-ples, Policy & Practice, 5(3): 309-334.

Liu, C. C. y Tsai, C. M. (2005): “Peer assessment through Web-based knowl-edge acquisition: tools to support conceptual awareness”. Innovations inEducation and Teaching International, 42: 43-59.


Mason, R.; Pegler, Ch. y Weller, M. (2004): “E-portfolios: an assessment toolfor online courses”. British Journal of Educational Technology, 35(6): 717-727.

Meeus, W.; Van Petegem, P. y Engels, N. (2009): “Validity and reliability ofportfolio assessment in pre-service teacher education”. Assessment & Eval-uation in Higher Education, 34(4): 401-413.

Michels, N.R.M.; Driessen, E.W.; Muijtjens, A.M.M.; Van Gaal, L.F.; Bossaert,L.L. y De Winter, B.Y. (2009): “Portfolio Assessment during MedicalInternships: How to Obtain a Reliable and Feasible Assessment Proce-dure?” Education for Health, 22(3). Recuperado el día 6 de julio de 2010de http://educationforhealth.net/publishedarticles/article_print_313.pdf

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Penny, A.R. y Coe, R. (2004). Effectiveness of Consultation on Student Rat-ings Feedback: A Meta-Analysis. Review of Educational Research, 74(2),215-253.

Scharber, C.; Dexter, S. y Riedel, E. (2008): “Students’ Experiences with anAutomated Essay Scorer”. Journal of Technology, Learning, and Assessment,7(1). Recuperado el día 6 de julio de 2010 de http://escholarship.bc.edu/cgi/viewcontent.cgi?article=1116&context=jtla

Stecher, B. (1998): “The Local Benefits and Burdens of Large-scale PortfolioAssessment”. Assessment in Education: Principles, Policy & Practice, 5(3):335-351.

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Bibliografía 287

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Van der Schaaf, M.F. y Stokking, K.M. (2008): “Developing and validating adesign for teacher portfolio assessment”. Assessment & Evaluation in High-er Education, 33(3): 245-262.

Van der Schaaf, M.F.; Stokking, K.M. y Verloop, N. (2005): “Cognitive rep-resentations in raters’ assessment of teacher portfolios”. Studies in Educa-tional Evaluation, 31: 27-55.

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Yeh, S.S. (2010): “The Cost-Effectiveness of NBPTS Teacher Certification”.Evaluation Review, 34(3): 220-241.

Capítulo 5

Andrade, H.L.; Du, Y. y Mycek, K. (2010): “Rubric-referenced self-assessmentand middle school students’ writing”. Assessment in Education: Principles,Policy & Practice, 17(2): 199-214.

Bagnato, S.J.; Suen, H.K.; Brickley, D.; Smith-Jones, J. y Dettore, E. (2002):Child developmental impact of Pittsburgh’s Early Childhood Initiative(ECI) in high-risk communities: first-phase authentic evaluation research.Early Childhood Research Quarterly, 17: 559-580.

Benson, T.R. y Smith, L.J. (1997): “Portfolios in First Grade: Four TeachersLearn to Use Alternative Assessment”. Early Childhood Education Journal,25(3): 173-180.

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Craig, Ch.J. (2007): “Illuminating qualities of knowledge communities in aportfolio-making context”. Teachers and Teaching, 13(6): 617-636.

Daglioglu, H.E.; Calisandemir, F.; Alemdar, M. y Kangal, S.B. (2010): “Exam-ination of Human Figure Drawings by Gifted and Normally DevelopedChildren at Preschool Period”. Elementary Education Online, 9(1): 31-43.

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Doppelt, Y. (2006): “Teachers’ and pupils’ perceptions of science-technologylearning environments”. Learning Environment Research, 9: 163-178.

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Capítulo 6

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Capítulo 7

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Capítulo 8

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Capítulo 9

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Enlaces a Web (descargados el 14 de agosto de 2010):Proyecto de Portafolio de la Urban Universities (http://www.imir.iupui/port-folio/default.htm).

Portal Educativo “educ.ar” (http://www.imir.iupui/portfolio/default.htm).eFolio de la Universidad de Minnesota (http://www.efoliominnesota.com/).eP en la Universidad de Indiana (IUPU (http://www.iport.iupui.edu/IUPUI).

eP en La Guardia Community College (http://www.lagcc.cuny.edu/).eP de estudiantes Universidad de Denver (https://portfolio.du.edu/pc/index).

El Virginia Tech Electronic Portfolios (http://eportfolio.vt.edu/).eP de profesorado de la Universidad de Educación de Regina (http://edu-cation.uregina.ca/iteachered/multimedia/eportfolios/).

Capítulo 10

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Documents

Bibliografía - Editorial Síntesis Los portafolios electrónicos en el hemisferio de la evaluación auténtica Cummings, J.J. y Maxwell, G.S. (1999): “Contextualising authentic