The e-porfolio, a tool for the assessment of competence in subjects Computing Grade

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María Dolores Muñoz Vicente

María Moreno García

TEEM´2014

The e-portfolio, a tool for the assessment of competence in subjects of Computing Grade

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Introduction

Steps for the completion of a portfolio

Portfolio implementation

Analysis of results

Conclusions

Objectives

Activity development

Outline

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Introduction



Analysis of results

Conclusions

Objectives


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Introduction

Civil context: It is used to sampling the trajectory of a citizen or recovery of collective memory

Education: portfolio is used for monitoring and evaluation of learning

Different types of portfolios depending on the application area Company context: It is a compendium of the

best work of a professional or group of professionals

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Introduction

These evidences allow The student to prove that he is learning The teacher to track the learning progress

The evidence must be accompanied by a justification and a reflection of the student, which proves the relationship between evidence and learning

In the educational context the portfolios is a selection of evidences/samples (forming a file or folder) that the student should collect over a period of time, which meet a specific target

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Introduction

The work in portfolio is individual and is reinforced by a feedback-based teacher support mechanism that helps the students to acquire the necessary skills to understand and pass the subject

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Introduction



Analysis of results

Conclusions

Objectives


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Objectives

The main objective is to analyze the characteristics and the educational role of a portfolio as a new tool for learning

Part of a teaching innovation project aiming at improving the teaching-learning process as well as some student skills

To promote self-evaluation capability Capacity for planning Writing Critical capacity Self-learning Work discipline Capacity for applying knowledge in practice. Stimulate creativity in the student. Reflection on the time spent at work and achievements

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Objectives

Expected improvements

To guide the student's activity and the perception of their own progress

To encourage the student to not being satisfied with the first results, but worrying about the learning process

To use interactive systems of evaluation and self-evaluation that facilitate the e-learning

To develop the ability to locate information, to formulate, analyze and solve problems

To use the interactive tools used for professor-student communication which allow the interchange of ideas, consultation of doubts, resolution of the most frequent problems

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Introduction



Analysis of results

Conclusions

Objectives


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Steps for the completion of a porfolio

Collection of evidenceCollection of evidence

Selection of evidenceSelection of evidence

Reflection on the evidenceReflection on the evidence

PublicationPublication

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Introduction



Analysis of results

Conclusions

Objectives


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Portfolio implementation We have created a portfolio for the subject “Databases”

of the second course of Computer and Information Systems Degree

Although in other Spanish universities there is a space for the portfolio, this is not contemplated at the University of Salamanca.

To solve this problem, two different sites were opened in the platform: The first one served as a channel of communication

with all students enrolled in the course (participants and non-participants in the experience)

The second one was for the students who worked with the portfolio, only using the site to manage the information that defines the portfolio

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The first day of class the teacher explained to all students most important characteristics of the portfolio and told them that the idea was to incorporate it as a working method in the development of the subject

This methodology was not included in the program of the subject, so it was important that students knew from the beginning that the act of participating in the portfolio would not cause a change in the final grade

However, they are encouraged to participate, even though we had never used it, we thought it would be beneficial to students

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Parts of the portfolio Cover: Each student must make a presentation of himself,

this presentation should contain his personal information and a brief comment on whether it was the first time he studied databases or if instead he has already studied the subject in previous years.

Reflection and analysis of learning: Each student should make a reflection on the learning process that should include aspects like the time he has spent in doing the exercise, the difficulty or ease that he has found to its realization ...

Monitoring and dates: The pupils will normally have a week to do the work, but the amount of time could change depending on the difficulty of the exercise.

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Rules for the use of portfolio

Students who choose this way of working, can´t leave the development process.

The delay in the delivery of any activity will result in immediate expulsion from work with portfolios

It is intended to be used as a tool that evidences the evolution of autonomous student work, so exercises that arise must be made individually

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Introduction



Analysis of results

Conclusions

Objectives


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Activity development First exercise

It covers theoretical introductory lessons Students must write four multiple choice questions The teacher looks for the student learning to

synthesize and extracting more important topics In this case, the teacher's role would be to move

the questions that the students had developed to a document and then to the platform

The idea was that the student could use this exercise as a first test for the exam

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Alguna figura de la carpeta del portfolio con las actividadesImagen de alguna actividad, test, etc.

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Activity development Practical exercises

Students should explain step by step the resolution of two practical exercises

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Activity development Practical exercises

The student knows that once he has solved the exercise. two reviews are made by the teacher

In the first review, if the exercise is not well resolved, the teacher shows the general deficiencies

Using the directions given by the teacher, the student should modify the exercise and then forward again the changes to the teacher. At this time, if the student is not able to solve in an appropriate way the exercise, the teacher will explain him the mistakes he has made

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All information generated in the portfolio is saved in the same file, allowing both the teacher and the student to have all the revisions and modifications available during all the process

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Introduction



Analysis of results

Conclusions

Objectives


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Analysis of results

The experiment was proposed to a group of 14 students and 10 of them signed up the project. One of them was expelled because he delayed in the delivery of the first proposed exercise, so that, at the end, only 9 students participated in the project

Results In the first examination call, 75% of the students who

passed had participated in the experience and

In the second call, the result was even better, because 100% the students who worked with the portfolio

passed the test.

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Analysis of results

To complete the analysis we asked the students to make a reflection on the method, emphasizing aspects related with the skills acquired, the method of work and time invested Increased capacity for reflection and the development of

specific skills related to databases Promotes organizational skills of self-employment They believe that the activities proposed in the portfolios

match the level of contents shown in class The documents and material available is satisfactory and

useful The proposed activities in the modules have been

interesting It lets you apply the knowledge seen in class sessions Activities performed have taken longer than they

thought

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Introduction



Analysis of results

Conclusions

Objectives


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Conclusions

• nWe have analyzed the use of e-portfolios in the context of a Computing Grade

The result was very promising, as predicted

The teacher needs to spend much more time with this methodology of work than if he uses more conventional methodology

This way of working can be used only when the group is not very large

passed the test.