Transforming teachers' formative assessment practices through ePortfolios

Hooker, Tracey (2017) Transforming teachers' formative assessment practices through ePortfolios. Teaching and Teacher Education, 67 . pp. 440-453. ISSN 0742-051X

[img] PDF
0b
[img] PDF - Published Version
0b

Official URL: http://www.sciencedirect.com/science/journal/07420...

Abstract or Summary

While common across the primary, secondary and tertiary sectors of education, ePortfolios are relatively new in early childhood education (ECE), nationally and internationally. They are, however, becoming more widespread in New Zealand as a platform to present children's assessment documentation. There is minimal documented evidence of the use of ePortfolios in ECE and as such little is known about how they can impact on teachers' formative assessment practices. This research investigated the use of ePortfolios in an ECE setting, how teachers' formative assessment practices changed through using this technology and what this means for young children's learning.

Item Type:Journal article
Keywords that describe the item:Formative assessment, ePortfolios, Early years learning
Subjects:L Education > L Education (General)
L Education > LB Theory and practice of education > LB1139 Early childhood education
T Technology > T Technology (General)
Divisions:Schools > School of Education
ID Code:5412
Deposited By:
Deposited On:12 Aug 2017 02:46
Last Modified:12 Aug 2017 02:46

Repository Staff Only: item control page