Exploring Perceptions of M.A Ed. Students in UiTM towards the Usage of E-portfolio as an Assessment Method
- September 27, 2018
- Posted by: RSIS
- Category: English
International Journal of Research and Innovation in Social Science (IJRISS) | Volume II, Issue IX, September 2018 | ISSN 2454–6186
Ahmad Zahir Wali1, Mohammad Naeem Saad2, Mohammad Tahir Haand3
1Department of English Language and Literature, Kandahar University, Afghanistan
2Department of English Language and Literature, Nangarhar University, Afghanistan
3Department of English Language and Literature, Kandahar University, Afghanistan
Abstract—This study explores the perceptions of M.Ed students of University Teknologi Mara (UiTM) towards E-portfolio as an assessment method. The study also investigated the perceptions of the students towards benefits of E-portfolio and the challenges they face while developing one. The study employed a quantitative research design and used a questionnaire to collect data from the sample of 30 students of Master degree studies in the Faculty of Education, UiTM. Descriptive statistics were used to analyze the data. The findings of the study show that the students’ hold an overall positive perception on using E-portfolio as an assessment method. The findings further indicated that the students’ perceive E-portfolio to be beneficial in improving their knowledge and skills. Lastly, the results identified challenges that the students’ face while developing E-portfolio.
Keywords— E-portfolio, perceptions, assessment method, challenges, M.Ed Students, UiTM.
I. INTRODUCTION
Assessment is a very important part of any learning and teaching experience, as through assessment teachers are able to track and witness progress in their students as well as evaluate their course in terms of their teaching approaches along with how well is the course progressing with regard to the pre-set objectives of the course. In fact, without assessment a teacher is not able to give feedback both to his/her students or his/her self. Chappuis and Stiggins (2002) believe that assessment which is mainly focused on fostering learning has greater chances of producing motivation rather than being a sole student measurement. Students also benefit from assessment in ways in which they know their performance in the form of receiving feedback from their instructors based on their accomplishments usually in the form of ongoing assignments or tests. According to O’Farrell (2002) assessment is done for various purposes such as,to insure whether the course is achieving the intended outcomes, to provide feedback to students for their motivation and improvement, to evaluate the teaching effectiveness, to take informing decisions and etc.
