Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment e-Portfolios

Abstract

A capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, we found that use of video artifacts facilitated reflection, supported inquiry into classroom success and failure, and influenced self-improvement plans. Additionally, the systematic examination of e-portfolio artifacts provided different points of view into classroom practices and influenced preservice teachers ’ perceptions of success. Yet, participants indicated that practicing teachers did not maintain porfolios, raising questions about the continued use of e-portfolios beyond graduation.

Additional information

Notes on contributors

Craig E. Shepherd

Craig Shepherd is an assistant professor of Instructional Technology at the University of Wyoming. His research focuses on the use of computer-based tools to promote sustained inquiry and professional development among teachers and learners.

Michael J. Hannafin

Michael Hannafin is the Wheatley-Georgia Research Alliance Eminent Scholar in Technology-Enhanced Learning and Professor of Educational Psychology and Instructional Technology where he directs the Learning and Performance Support Laboratory at the University of Georgia. Previously, he held faculty positions at University of Colorado, Penn State University and Florida State University. His research focuses on applying technology to assess performance and developing and testing frameworks for the design of student-centered learning environments.