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Effect of Peer Review and Instructor Feedback on Quality of ePortfolios
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, , , Georgia Southern University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The ePortfolio assignment in the Instructional Technology program is an authentic learning outcome that demonstrates candidates’ mastery of program curriculum and technology skills. The current study was designed to evaluate the effectiveness of peer review and instructor feedback on final ePortfolios. Candidates in the experimental section of a practicum were asked to provide feedback to their peers on various aspects of final ePortfolio components using a grading rubric to guide comments. Candidates in both the experimental and control groups were also provided with formative feedback by the course instructor. The results of the study indicate that candidates do not respond to feedback from peers or the course instructor. This discussion will focus on possible explanations for students' lack of response to feedback. Roundtable participants will also discuss possible strategies that could guide improvement of candidate reflections in ePortfolios.

Citation

Downs, E., Jenkins, S. & Jones, S. (2015). Effect of Peer Review and Instructor Feedback on Quality of ePortfolios. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 1809-1810). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2015 Association for the Advancement of Computing in Education (AACE)

References

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Cited By

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  • Assessing Students' Success Through Use of ePortfolio

    Diane Wilcox, Sevinj Iskandarova, Oris Griffin & Jane Thall, James Madison University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 1211–1214

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