Using digital portfolios in initial teacher training as a learning and assessment strategy: students' perspectives

DOI: https://doi.org/10.33532/revemop.e202209
Keywords: Digital portfolios, Initial teacher training, Assessment

Abstract

In this article we present the results of a study developed in initial teacher training on the use of digital portfolios as a learning and assessment strategy. In the study, with characteristics of an interpretative case study, we interviewed students who had experiences of using digital portfolios at different moments of their academic life, in order to understand the relationship between these experiences, the learning process and the assessment. The results show the positive contributions of the digital portfolio to the students' learning and assessment, as well as the main difficulties they revealed.

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Author Biographies

Maria do Rosário Rodrigues, Escola Superior de Educação - Instituto Politécnico de Setúbal

Doutorada em Multimédia em Educação pela Universidade de Aveiro. Professora da Escola Superior de Educação do Instituto Politécnico de Setúbal, Setúbal, Portugal

Ana Luisa Oliveira Pires, Escola Superior de Educação - Instituto Politécnico de Setúbal

Doutorada em Ciências da Educação pela Universidade Nova de Lisboa. Professora da Escola Superior de Educação do Instituto Politécnico de Setúbal, Setúbal, Portugal.

Jorge Pinto, Escola Superior de Educação do Instituto Politécnico de Setúbal

Doutorado em Ciências de Educação pela Universidade do Minho, Braga, Portugal. Professor  da Escola Superior de Educação do Instituto Politécnico de Setúbal, Setúbal, Portugal.

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Published
2022-04-12
How to Cite
RODRIGUES, M. DO R.; PIRES, A. L. O.; PINTO, J. Using digital portfolios in initial teacher training as a learning and assessment strategy: students’ perspectives. Revemop, v. 4, p. e202209, 12 Apr. 2022.
Issue
Vol. 4 (2022): Rolling Pass
Section
Assessment of Mathematics Learning in various contexts

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