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CC BY V4.0, Open Access
Conference proceeding
Authentic assessment of reflection in an ePortfolio: How to make reflection more ‘real’ for students
Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ASCILITE 2014 Dunedin, New Zealand, pp.441-445
ASCILITE 2014: Rhetoric and Reality: Critical perspectives on educational technology (Dunedin, New Zealand, 23/11/2014–26/11/2014)
11/2014
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Abstract
In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platform.
Details
- Title
- Authentic assessment of reflection in an ePortfolio: How to make reflection more ‘real’ for students
- Creators
- Pauline Roberts - Murdoch UniversityHelen Farley - University of Southern QueenslandSue Gregory - University of New England
- Publication Details
- Rhetoric and Reality: Critical perspectives on educational technology. Proceedings ASCILITE 2014 Dunedin, New Zealand, pp.441-445
- Conference
- ASCILITE 2014: Rhetoric and Reality: Critical perspectives on educational technology (Dunedin, New Zealand, 23/11/2014–26/11/2014)
- Publisher
- ASCILITE Publications; Queensland, Australia
- Number of pages
- 5
- Identifiers
- 991013322325602368
- Copyright
- © 2024 Pauline Roberts, Helen Farley, Sue Gregory.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Conference proceeding