• Assessment as an important part of
teaching practice
• Importance of competences in ESO and
Batxillerat curriculums.
Assessment of competences
• E-portfolio = alternative assessment
tool, collection of evidences and reflection,
electronic platform
• Contents
• Implementation of e-portfolio in high
school in 4th ESO
• Teaching the teachers to use it
o Alart’s WebQuest
o Own teaching eportfolio
• Teaching the students to use it
o Motivating the students
Explain the task clearly
Assessment proportional to
the effort
Freedom = creativity,
imagination
• English ePortfolio
• Assessment of final product: rubric
• Procedure
o Explanation of e-portfolio
o First approach
o Evidences + feedback
o Final assessment
INTRODUCTION STATUS QUO INNOVATION PROPOSAL
E-PORTFOLIO: INTEGRATING ICT AND COMPETENCES
Author: Ana María Castro González
Supervisor: Montse Irún Chavarría
• Alart, N. (2010). “El portafolis: un
instrument TIC per avaluar”. In Barba, C.
Ordinadors a les aules. Ed. Graó:
Barcelona. (255-259)
• Barberà, E., Bautista, G., Espasa, A.,
Guasch, T. (2006). “Portfolio electrónico:
desarrollo de competencias profesionales
en la red. In Badia, A. (coord). Enseñanza
y aprendizaje con TIC en la educación
superior. (Online). Revista de Universidad
y Sociedad del Conocimiento (RUSC). 3
(2)1:55-66.
•Davis, M.H. and Ponnamperuma, G.G.
(2005). “Porfolio assessment”. JVME. 32
(3): 279-284.
•Guilana, S. (2009). El Portfolio Digital.
http://xtec.cat/~sguilana/e-portfolio.html
CONCLUSIONS
• Weaknesses:
o Not implemented
o One year of high school
• Strengths
o Students’ learning process
o Reflect about abilities and
knowledge
• Impact in professional career
o Assessment of competences
o Change in future lessons
o E-portfolio as self-assessment
REFERENCES
HIGH SCHOOL CONTEXT
Samuel Gili i Gaya High School
• Assessment criteria
o Oral comprehension: 15%
o Written comprehension: 15%
o Oral expression: 15%
o Written expression: 15%
o Grammar and vocabulary: 30%
o Attitude: 10%
Foreign Languages Department
• Assessment tools
o Multiple choice tests
o Speaking about familiar topic
How are competences assessed?
How is the learning process evaluated?
• Structure
o Presentation and index
o Evidences:
• Collection of information
• Selection of evidences
• Reflection
• Publication
o Assessment
Formative vs summative
Rubric
Validity, reliability, practicability
• The teacher
o Educative helps
o Fluent dialogue teacher – student
• ICTs
o Google sites, Mahara, blogs…
• Advantages and disadvantages
