M. Dolores Muñoz Vicente and María N. Moreno. University of Salamanca

1. The e-portfolio, a tool for the assessment of
competence in subjects of Computing Grade
1
María Dolores Muñoz Vicente
María Moreno García
TEEM´2014

2. 2
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions
Outline

3. 3
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

4. 4
Introduction
 Different types of portfolios depending on the
application area
 Company context: It is a compendium of the
best work of a professional or group of
professionals
 Civil context: It is used to
sampling the trajectory of a citizen
or recovery of collective memory
 Education: portfolio is used for
monitoring and evaluation of
learning

5. 5
Introduction
 In the educational context the portfolios is a
selection of evidences/samples (forming a file or
folder) that the student should collect over a period
of time, which meet a specific target
 These evidences allow
 The student to prove that he is learning
 The teacher to track the learning progress
 The evidence must be accompanied by a
justification and a reflection of the student,
which proves the relationship between evidence
and learning

6. 6
Introduction
The work in portfolio is individual and is reinforced
by a feedback-based teacher support mechanism
that helps the students to acquire the necessary
skills to understand and pass the subject

7. 7
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

8. 8
Objectives
 The main objective is to analyze the characteristics and the
educational role of a portfolio as a new tool for learning
 Part of a teaching innovation project aiming at improving the
teaching-learning process as well as some student skills
 To promote self-evaluation capability
 Capacity for planning
 Writing
 Critical capacity
 Self-learning
 Work discipline
 Capacity for applying knowledge in practice.
 Stimulate creativity in the student.
 Reflection on the time spent at work and achievements
Transversal
competences

9. 9
Objectives
Expected improvements
 To guide the student's activity and the perception of their
own progress
 To encourage the student to not being satisfied with the
first results, but worrying about the learning process
 To use interactive systems of evaluation and self-evaluation
that facilitate the e-learning
 To develop the ability to locate information, to
formulate, analyze and solve problems
 To use the interactive tools used for professor-student
communication which allow the interchange of ideas,
consultation of doubts, resolution of the most frequent
problems

10. 10
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

11. 11
Steps for the completion of a porfolio
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12. 12
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

13. 13
Portfolio implementation
 We have created a portfolio for the subject “Databases”
of the second course of Computer and Information
Systems Degree
 Although in other Spanish universities there is a space
for the portfolio, this is not contemplated at the
University of Salamanca.
 To solve this problem, two different sites were opened
in the platform:
 The first one served as a channel of communication
with all students enrolled in the course (participants
and non-participants in the experience)
 The second one was for the students who worked
with the portfolio, only using the site to manage the
information that defines the portfolio

14. 14
Portfolio implementation
 The first day of class the teacher explained to all
students most important characteristics of the
portfolio and told them that the idea was to
incorporate it as a working method in the
development of the subject
 This methodology was not included in the program
of the subject, so it was important that students
knew from the beginning that the act of
participating in the portfolio would not cause a
change in the final grade
 However, they are encouraged to participate, even
though we had never used it, we thought it would
be beneficial to students

15. 15
Portfolio implementation
Parts of the portfolio
 Cover: Each student must make a presentation of himself,
this presentation should contain his personal information
and a brief comment on whether it was the first time he
studied databases or if instead he has already studied the
subject in previous years.
 Reflection and analysis of learning: Each student
should make a reflection on the learning process that should
include aspects like the time he has spent in doing the
exercise, the difficulty or ease that he has found to its
realization ...
 Monitoring and dates: The pupils will normally have a
week to do the work, but the amount of time could change
depending on the difficulty of the exercise.

16. 16
Portfolio implementation
Rules for the use of portfolio
Students who choose this way of working, can´t leave
the development process.
 The delay in the delivery of any activity will result in
immediate expulsion from work with portfolios
 It is intended to be used as a tool that evidences the
evolution of autonomous student work, so exercises that
arise must be made individually

17. 17
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

18. 18
Activity development
 First exercise
 It covers theoretical introductory lessons
 Students must write four multiple choice questions
 The teacher looks for the student learning to
synthesize and extracting more important topics
 In this case, the teacher's role would be to move
the questions that the students had developed to a
document and then to the platform
 The idea was that the student could use this
exercise as a first test for the exam

19. 19
Activity development
 Practical exercises
 Students should explain step by step the resolution
of two practical exercises

20. 20
Activity development
 Practical exercises
 The student knows that once he has solved the
exercise. two reviews are made by the teacher
 In the first review, if the exercise is not well
resolved, the teacher shows the general deficiencies
 Using the directions given by the teacher, the
student should modify the exercise and then
forward again the changes to the teacher. At this
time, if the student is not able to solve in an
appropriate way the exercise, the teacher will
explain him the mistakes he has made

21. 21
Activity development
All information generated in the portfolio is saved in
the same file, allowing both the teacher and the
student to have all the revisions and modifications
available during all the process

22. 22
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

23. 23
Analysis of results
 The experiment was proposed to a group of 14
students and 10 of them signed up the project. One of
them was expelled because he delayed in the delivery
of the first proposed exercise, so that, at the end, only
9 students participated in the project
 Results
 In the first examination call, 75% of the students who
passed had participated in the experience and
 In the second call, the result was even better, because
100% the students who worked with the portfolio
passed the test.

24. 24
Analysis of results
 To complete the analysis we asked the students to
make a reflection on the method, emphasizing aspects
related with the skills acquired, the method of work
and time invested
 Increased capacity for reflection and the development of
specific skills related to databases
 Promotes organizational skills of self-employment
 They believe that the activities proposed in the portfolios
match the level of contents shown in class
 The documents and material available is satisfactory and
useful
 The proposed activities in the modules have been
interesting
 It lets you apply the knowledge seen in class sessions
 Activities performed have taken longer than they
thought

25. 25
Introduction
Objectives
Steps for the completion of a portfolio
Portfolio implementation
Activity development
Analysis of results
Conclusions

26. 26
Conclusions
• n
We have analyzed the use of e-portfolios in the context
of a Computing Grade
The result was very promising, as predicted
The teacher needs to spend much more time with this
methodology of work than if he uses more conventional
methodology
This way of working can be used only when the group is
not very large
passed the test.