• Title, Summary, Keyword: student portfolio

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Study on the Meaning of Student Portfolio Construction That Portfolio Competition Winners Experienced (경진대회 수상자를 통한 학생포트폴리오 작성 경험의 의미)

  • Han, Ji-Young
    • Journal of Engineering Education Research
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    • v.13 no.1
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    • pp.70-77
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    • 2010
  • The purpose of this study was to verify the educational value of student portfolio and to give the direction of making student portfolio. Qualitative research method was used to accomplish objectives of the study. 9 students who were winner in competition of student portfolio in I University at Incheon Province were interviewed. Data were recorded, transcribed and analyzed. Most students started to make student portfolio by compulsory, but they realized that it was necessary to start student portfolio from the lower grades. They had difficulties in not having materials of activities and hesitated at the beginning of making student portfolio even though they got standard form from the university. Students recognized that making student portfolio was effective tool because it could enhance self-reflection, awareness of importance of record, preparation of future, obtaining of motivation for anonther activities, getting self-confidence, and improvement of writing skill.

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The Study of Assessment Tool as an Outcomes Achievement : Part 2 Student Portfolio (프로그램학습성과 달성을 위한 평가도구 연구 : part 2 학생 포트폴리오)

  • Kim Myoung-Lang;Yoon Woo-Young;Kim Dong-Hwan;Chung Jin-Taek
    • Journal of Engineering Education Research
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    • v.8 no.4
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    • pp.64-71
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    • 2005
  • Portfolio contains works that a learner has selected and collected to show growth and change for a limited time period. In terms of an assessment tool, portfolio provides the results of the student with authentic, reflective, interactive and individuals features. Also portfolio provides an opportunity of improvement about curriculum and engineering program. To apply the excellency of portfolio, the principle of portfolio should be understood well and reflected the real state of engineering education. The basic concept of portfolio as a assessment tool of engineering program outcomes was introduced. The example of a portfolio has been also suggested in the form of interactive e-based model. The model has been developed that the assessment for program outcomes was rather done from a student standpoint.

Concepts and Implementing Steps of Portfolio as an Alternative Assessment in Engineering Education (포트폴리오 평가의 개념과 절차; 공학교육 학습평가의 한 가지 대안)

  • Choi Yu-Hyun
    • Journal of Engineering Education Research
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    • v.3 no.2
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    • pp.71-83
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    • 2000
  • Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

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A Study on Portfolio of Design Subjects (설계교과목의 포트폴리오에 대한 연구)

  • Shin, Dong-Uk
    • The Journal of Korean Institute for Practical Engineering Education
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    • v.2 no.1
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    • pp.47-51
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    • 2010
  • Recently, the interest in Accreditation of Engineering Education, which aims at facilitating the development of engineering education and producing the high calibre of graduates in engineering schools, is increasing. The accreditation requires the students to prepare a portfolio which shows the educational achievements from all courses at the university. In the portfolio, educational activities and outputs of the student are included as a part of the achievements. Particularly, in the portfolio of design-related courses, outputs of the design the student has made until the graduation are accumulated. The outputs enable others to measure the design capability of the student and can be used as important reference materials when applying for employment or graduate school. In this paper, I propose a format of the portfolio for practical exercise courses, engineering design, and undergraduate design and explain the ways of the utilization of the portfolio.

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The Development of Student Portfolio Management Program to Aid Engineering Education (공학교육지원 학생 포트폴리오 관리프로그램의 개발)

  • Hahn Song-Yop;Lee Myung-Sik
    • Journal of Engineering Education Research
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    • v.8 no.4
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    • pp.20-30
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    • 2005
  • The purpose of this study is the development of SPMP(Student Portfolio Management Program) to aid performance of student program outcomes related to program educational objectives. SPMP is developed to manage accreditation conditions, student materials, academic results through system database and to provide synthetic data for engineering education through statistical process. There are three functions to construct SPMP. First, the function of student information management is organized on various input data related to academic program, resume, etc. Second, the function of accreditation condition management is identified by the evaluation of program outcomes, subject grades, etc. Third, the function of course work data management is made by the operation of the academic reports and productions. The result of this study is expected to effectively provide constructive directions for continuous management in accreditation of engineering education and to support student portfolio for submission in required application.

A study on the possibility and using method of portfolio in elementary mathematics class (초등학교 수학과 수업에서 포트폴리오의 활용 가능성과 그 적용 방안에 관한 연구)

  • 이명희;송상헌
    • School Mathematics
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    • v.4 no.3
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    • pp.331-346
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    • 2002
  • This study has two purposes. One is to know that it is Possible to use portfolio in the elementary math class. The other is to make a useful method for using portfolio. We got the following conclusion through the study. Portfolio gave students an opportunity that they could review their mathematical thinking. But it couldn't work very well for the low-level students. They didn't pay attention to the class. So, careful prepa-ration and training were necessary for the portfolio material. And the portfolio material must be prepared by appropriate contents. Teacher had to do math class by considering students ability. The math class could be much better for motivation, teaching-learning activity impro-vement and communication tool by using portfolio material. There are several imple-mentation processes in preparation, execution and utilization of the class. 1) Preparation: Teacher must decide if it is appropriate for portfolio by analyzing the course and textbook and set a final goal. And then teacher has to select an appropriate item and make a schedule for the class. The portfolio material must contain valuable things from which students learn mathematics and use in their life. The student level, utilization purpose and contents are considered when one prepares portfolio material. 2) Execution: Students are supposed to understand about the portfolio very well. It is important for them to get the opportunity for reviewing through math class diary, their opinion, friends opinion and teachers opinion. 3) Utilization: Parents review ameliorates the communication among teacher, student and parents about learning activity.

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Case Study on Learning Portfolio for Engineering Education Substantiality (공학교육 내실화를 위한 교과목 포트폴리오 사례 연구)

  • Kang, Hwan Soo;Cho, Jinhyung;Kim, Heechern
    • Journal of Digital Contents Society
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    • v.14 no.4
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    • pp.545-555
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    • 2013
  • Recently student portfolio is widely used as an evaluation method for self-directed performance in engineering education of the university. Especially, as many of the Innovation Centers for Engineering Education and ABEEK held student portfolio competitions, a lot of students in engineering college participate in student portfolio includes the contents and careers of the entire process of university. However, except for courses related to capstone design, there are few regular courses applied to Learning Portfolio in engineering education. Through using Learning Portfolio in courses, students take opportunities of organized collection of learning contents and critical reflection. Under these background study, the regular course in engineering education is may be appropriate for using Learing Portfolio in lecture. In this paper, we present the case study for the Data Structure course opened in the first semester of 2013 which is organized as a Learning Portfolio. According to the results of applying Learning Portfolio to the regular course, it turns out that learners can develope self-directed learning ability in exploring the learning process, and manage a learning process systematically through self-reflection in learning process.

An Implementation of Web-based E-portfolio Management System (웹기반 E-포트폴리오 관리시스템 개발)

  • Han, Sung-Hyun
    • Journal of the Korea Society of Computer and Information
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    • v.13 no.5
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    • pp.37-44
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    • 2008
  • In recent years, e-portfolios and webfolios have been highly vaunted as the next great innovation in education. Hundreds of academic institutions are variously studying, using, or innovating e-portfolio systems. Despite the presumed goodness of e-portfolios, some problems remain. In this paper we review the existing e-portfolio management systems, and propose and implement a novel system to overcome the limits of the existing e-portfolio management systems. The propose e-portfolio management system has a structure of competition with others. All of the student's activities are accomplished and preserved within the same personal web space like a blog with mutual engagements and recommendations.

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Experiences on Application of Learning Portfolio in Nursing Students (간호대학생의 학습포트폴리오 활용 경험)

  • Park, Hyun Joo;Byun, Hye Sun
    • The Journal of Korean Academic Society of Nursing Education
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    • v.20 no.4
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    • pp.534-547
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    • 2014
  • Purpose: This study verifies the meaning on application experiences of learning portfolio in nursing students. Method: Participants of this study included 22 nursing students divided into 3 focus groups who had experienced on application of Learning Portfolio in university Y and university S in Kyungpook and Daegu, respectively. Data were collected from December 2013 to January 2014 through in-depth, recorded focus group interviews and subsequently analyzed via Colaizzi's (1978) phenomenological methodology. Results: The essential theme of this study is 'Finding a vision from confusion and suffering.' From 35 significant statements, 5 theme clusters, 16 themes and 32 sub themes were extracted from the essential meaning of the practical use of nursing student experiences. The five theme clusters were: Being a learning guide, Being a medium for communication, Providing an opportunity for inner growth, Difficulties about new learning, and Would like to no more in a better way. Conclusion: The results of this study contribute to providing direction to the formation of learning portfolios, which in turn enable nursing student to develop competency in self-directed learning. These findings indicate that an outcome-based nursing curriculum needs to consider the importance for nursing student's effective application of leaning portfolio.

e-Portfolio Design and Application Education Combining the Learning and Evaluation (학습과 평가를 통합한 e-포트폴리오 설계 및 활용 교육)

  • Kim, Sang-Su;Kim, Young-Hak
    • The Journal of the Korea Contents Association
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    • v.8 no.5
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    • pp.260-267
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    • 2008
  • The portfolio provides a method which can properly evaluate the student's long term period of learning and growth, and this allows students to have practical learning through self-reflection. However, following the realities of portfolio's operation, the portfolio is being operated formally just once only for the evaluation due to the difficulty of long custody and its time-consuming process. In this paper, after grasping the overall process of learning and the result of growth, we design the 'e-portfolio' which combines both learning and evaluation in order to minimize the physical constraint factors along with operating portfolio. After operating our newly designed 'e-portfolio' based on blog in order to verify it's effect, we found the meaningful changes in student's academic achievement and the positive possibility of its application to teachers. Therefore, with the operation of our suggested 'e-portfolio', we are expecting progressed and integrated portfolio education which combines the function of the learning and the evaluation.