| Title: | | | Name: | Prof. Stephen Andrews/Jane Mok |
| Academic Position: | |
| Name of Institution: | The University of Hong Kong |
| Country: | |
| Discipline: | Education |
| Department/School: | |
| Course title: | Pedagogical Content Knowledge |
| Course code: | |
| Class size: | 21-40 |
| Course Year: | BA& BEd, Year 4 |
| Assessment Title: | Electronic Portfolio Assessment |
| Assessment Type: | Summative and Formative |
| Time allowed for assessment: | Outside contact hours |
| Target: | |
| Learning outcomes of the assessment practice: | Background information:
The research project stems from the Teaching Development Grant project ‘Developing the pedagogical content knowledge (PCK) of novice teachers of L2 English’ which focuses on the development of the Pedagogical Content Knowledge course.
Advantages of using electronic portfolio assessment in the PCK course:
A major challenge for teacher-educators working in the area of teacher language awareness (TLA) is to develop pedagogical and assessment approaches that will go beyond merely enhancing L2 teachers’ subject-matter knowledge by enabling them to make the bridge between the declarative and procedural dimensions of TLA. An important aim of the PCK course is thus to provide students with opportunities to capture and reflect on their own experiences of dealing with different language systems in the classroom, and to re-evaluate some of their content-related pedagogical decisions in light of the knowledge gained on the course. The electronic portfolio assessment allows students much flexibility in terms of capturing their teaching and learning experiences for reflection and presenting their reflections through various means. Also, through sharing of drafts electronically and getting feedback from both the tutors and peers on their reflections, students engage in both assessment for learning as well as assessment of learning that helps them make the bridge between the declarative and procedural dimensions of teacher language awareness throughout the course.
The electronic portfolio:
By the end of the course, students are expected to have compiled an electronic portfolio in Mahara with the following components: (1) students’ initial and final self-evaluations of their pedagogical content knowledge, (2) students' understanding of teacher language awareness, (3) a grammar topic analysis, (4) a brief contextual description of their Teaching Practice (TP) school, (5) a critical reflection on two content-related ‘incidents’ from their classroom TP experience, and (6) a critical reflection on what they gain from participating in the Moodle forum. However, Mahara does not have the automatic features for feedback and grading. To solve this problem, teachers need to provide students their own feedback form with assessment criteria that align with the learning outcomes.
The research team has been learning from our experience and improving the assessment. We welcome any advice and suggestion regarding the new assessment especially in the grading of electronic portfolios.
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| Key features and principles of the assessment practice: | |
| What are the best things about this assessment method? | |
| What are the challenges in implementing this assessment method? | |
| What do your students think about this assessment method? (Any evaluation?) | |
| Plans for changes/developments in future (if any): | |
| Attachment: | |
| Creation date: | 2011-01-03 14:34:21 |
