Evaluating continuous assessment quality in competence-based education online: the case of the e-folio - Alda Pereira, Isolina Oliveira, Luís Tinoca, Lúcia Amante, Maria de Jesus Relvas, Maria do Carmo Teixeira Pinto & Darlinda Moreira - European Journal of Open, Distance and E-Learning, 2009
Abstract: From the analyzed e-folios, it becomes clear that the assessed competences were all framed by the concept of competence assumed by this research group, although they are not always presented with a clear formulation. The most valued type of competence was clearly "problem solving". Within this metacompetence, most of the e-folios required the students to "gather and analyze information". The majority of them required the "synthesis of perspectives", while others asked the students to "plan and design a discourse", and demanded the students to "make judgements". Finally, few e-folios required students to "argument and discuss situations/cases", to "confront viewpoints", or to "design a project".
Full Text: PDF
Abstract: From the analyzed e-folios, it becomes clear that the assessed competences were all framed by the concept of competence assumed by this research group, although they are not always presented with a clear formulation. The most valued type of competence was clearly "problem solving". Within this metacompetence, most of the e-folios required the students to "gather and analyze information". The majority of them required the "synthesis of perspectives", while others asked the students to "plan and design a discourse", and demanded the students to "make judgements". Finally, few e-folios required students to "argument and discuss situations/cases", to "confront viewpoints", or to "design a project".
Full Text: PDF