E-Portfolios as Formative Assessment

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DC Field	Value
dc.identifier	ECF_chapter_4531
dc.contributor.author	Aguirre de Cárcer Girón Nuño
dc.contributor.author	Mendoza Arturo
dc.title	E-Portfolios as Formative Assessment
dc.type	Chapter
dc.language.iso	en
dc.description.abstract	This chapter proposes the use of digital portfolios, an innovative formative assessment practice, in the area of the humanities. An initial discussion on the importance of formative assessment practices that integrate digital tools is followed by a detailed description of the methodological principles of portfolios and how to design them, and how to integrate the digital component in its design. We conclude that assessment as reading, as opposed to the traditional summative assessment of reading, is a promising area of innovation in the pedagogy of the Humanities.
dc.relation.ispartof	Studi e ricerche
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing, Fondazione Università Ca’ Foscari
dc.issued	2021-09-06
dc.dateAccepted	2020-09-29
dc.dateSubmitted	2020-03-23
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/libri/978-88-6969-529-2/e-portfolios-as-formative-assessment/
dc.identifier.doi	10.30687/978-88-6969-529-2/006
dc.identifier.issn	2610-993X
dc.identifier.eissn	2610-9123
dc.identifier.isbn
dc.identifier.eisbn	978-88-6969-529-2
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
item.fulltext	with fulltext
item.grantfulltext	open
dc.peer-review	yes
dc.subject	Digital portfolios
dc.subject	Digital portfolios
dc.subject	E-learning
dc.subject	E-learning
dc.subject	E-portfolios
dc.subject	E-portfolios
dc.subject	Formative assessment
dc.subject	Formative assessment
dc.subject	Humanities
dc.subject	Humanities

Chapter
open access peer reviewed

E-Portfolios as Formative Assessment

Nuño Aguirre de Cárcer Girón SLLM, University of the Witwatersrand, Johannesburg, South Africa; Universidad Nebrija, Madrid, España

Arturo Mendoza Universidad Nacional Autónoma de México

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abstract

This chapter proposes the use of digital portfolios, an innovative formative assessment practice, in the area of the humanities. An initial discussion on the importance of formative assessment practices that integrate digital tools is followed by a detailed description of the methodological principles of portfolios and how to design them, and how to integrate the digital component in its design. We conclude that assessment as reading, as opposed to the traditional summative assessment of reading, is a promising area of innovation in the pedagogy of the Humanities.

Published

Sept. 6, 2021

Accepted

Sept. 29, 2020

Submitted

March 23, 2020

Language

ISBN (EBOOK)

978-88-6969-529-2

Keywords: Formative assessment • Digital portfolios • E-learning • E-portfolios • Humanities

permalink: http://doi.org/10.30687/978-88-6969-529-2/006

Copyright: © 2021 Nuño Aguirre de Cárcer Girón, Arturo Mendoza. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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