Students’ conceptions of eportfolios as assessment and technology

Show simple item record Deneen, CC en Brown, Gavin en Carless, D en 2018-10-31T22:21:58Z en 2018 en
dc.identifier.citation Innovations in Education and Teaching International 1-10 18 Jul 2017 en
dc.identifier.issn 1470-3297 en
dc.identifier.uri en
dc.description.abstract Student beliefs about assessment and technology play an important role in deploying technology-enabled assessments. Using eportfolios to develop and assess the achievement of curricular outcomes is a global trend, yet little research has investigated student technology and assessment perceptions around eportfolios. This paper examines the interaction of students’ perceptions of technology and assessment and impact on performance. Survey data (n = 360) was gathered from multiple faculties at one university in Hong Kong. Confirmatory factor analysis and structural equation modelling determined relationships among the two conceptual areas and as predictors of educational achievement. Results showed a positive attitude towards eportfolio use led to positive views about eportfolios as contributing to assessment for learning. Endorsing intention to actively engage with eportfolios and rejecting assessment as irrelevant contributed to a moderate, statistically significant increase in students’ self-reported GPA. Implications for continued research into how eportfolios can be designed to promote learning-oriented assessment are discussed. en
dc.publisher Taylor & Francis (Routledge) en
dc.relation.ispartofseries Innovations in Education and Teaching International en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.rights.uri en
dc.title Students’ conceptions of eportfolios as assessment and technology en
dc.type Journal Article en
dc.identifier.doi 10.1080/14703297.2017.1281752 en
pubs.issue 4 en
pubs.begin-page 487 en
pubs.volume 55 en
dc.rights.holder Copyright: Routledge en
pubs.end-page 496 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 606409 en Education and Social Work en Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-01-13 en

Files in this item

Find Full text

This item appears in the following Collection(s)

Show simple item record


Search ResearchSpace