Using eportfolio to address professional standards in a teacher education programme: The student voice

Abstract

Electronic portfolios (eportfolios) are presented in the literature as a technological tool with significant potential for professional application. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. This paper reports on findings from a research project conducted in 2010 with a group of Bachelor of Education (Primary) students at a New Zealand university. The research project sought student perspectives of their learning through eportfolios and around Graduating Standards. Three main findings are discussed: firstly authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to standards-achievement. Thirdly, eportfolios and Graduating Standards are perceived by pre-service students to have value for employability. The argument is made that deep learning through standards-based assessment is possible when eportfolios are conceptualized as both product and process. We make recommendations regarding eportfolio use for standards-based assessment which include developing authentic learning activities; supporting student-centred eportfolio pedagogy; and the articulation of deep learning outcomes.