Abstract: In the past decade universities are confronted with increased demands for accountability practices that highlight assessment of student learning outcomes. However, through these accountability demands a conflicting paradigm is emerging--assessment for learning and assessment "of" learning. This follow-up study investigated the use of ePortfolios to track assessment "for" and "of" learning of students in a secondary education master's degree cohort program. A questionnaire was administered to all twenty-six students at the end of their first and second semesters of ePortfolio implementation to assess three student learning outcomes, self-knowledge, technological and organizational skills development, and knowledge and skills transfer. Descriptive statistics were used to analyze the data from the Likert scale responses to make comparisons between the two semesters and to provide an explanation for any changes in student responses in the three learning outcomes. Responses from the open ended questions were analyzed utilizing the constant-comparative method to search for themes/categories regarding the advantages and disadvantages of ePortfolios for assessment. Results showed notable changes in student learning after the second semester of implementation.
2238345 M4URKBUA,M4URKBUA items 1 apa default ASC