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Education  \nLes portfolios numériques : une approche à 360 degrés de l’évaluation dans la formation des enseignants  \nMpho-Entle Puleng Modise, University of South Africa, South Africa Norman Vaughan, Mount Royal University, Canada  \nAbstract  \nePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education. With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant in the assessment process as they are web-based. This self-study examines how ePortfolios are being used to support assessment practices in a South African and a Canadian teacher education program. Data comprised critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs. Findings suggest that students use ePortfolios to integrate self, peer, and teacher/ expert feedback, which results in a 360-degree approach to assessment.  \nKeywords: assessment, ePortfolio, online learning, teacher education  \nRésumé  \nLes portfolios numériques sont de plus en plus utilisés pour enseigner, évaluer et faciliter l’apprentissage des étudiants dans l’enseignement supérieur. Lorsque la pandémie de COVID-19 acontraint de nombreux établissements d’enseignement supérieur à offrir leurs services éducatifs et leurenseignement en ligne, les portfolios numériques sont devenus essentiels dans le processus d’évaluation puisqu’ils étaient accessibles sur le Web. Cette étude de cas se penche sur la manière dont les portfolios numériques sont utilisés pour améliorer les pratiques d’évaluation dans le cadre de deux programmes deformation des enseignants, en Afrique du Sud et au Canada. Les données comprennent un dialogue à visée critique, des notes, des réflexions et des conversations avec des étudiants inscrits dans deux programmes de formation d’enseignants. Les résultats suggèrent que les étudiants utilisent les portfolios  \nCJLT/RCAT Vol. 50 (4)  \nnumériques pour intégrer leurs propres commentaires, ceux de leurs pairs et ceux des enseignants ou des experts. Il en résulte une approche à 360 degrés de l’évaluation.  \nMots-clés : évaluation, portfolio numérique, apprentissage en ligne, formation des enseignants  \nIntroduction  \nePortfolios are increasingly being used for teaching, assessing, and supporting students’ learning in higher education, especially in the field of teacher education (Cahill et al., 2022) . With COVID-19 having forced many higher education institutions to move their education services and teaching to online spaces, ePortfolios have become more relevant as they are web-based and can be used to assess and support students’ learning in various educational contexts.  \nLike many concepts in education, a variety of definitions of ePortfolios are found in literature. As ePortfolios became more widespread, Farrell (2020) argues that “educators began to articulate, theorise and develop the concept of electronic portfolio assessment in higher education”(p. 292) . Most often, the definitions of ePortfolios include the functions of ePortfolios, which include storage, reflection, documentation, collaboration, showcase, and assessment (Farrell, 2020) .  \nMcLoughlin and Lee (2009) define an ePortfolio as an electronic collection comprising selfassembled evidence demonstrating a learner’s knowledge, skills, and abilities, including learnergenerated artifacts in multiple media forms that showcase both the products and processes of learning. An ePortfolio is also defined by Hallam et al. (2008) as an evolving electronic/online resource that acts to record, store, and archive the artefacts of learning and reflection for an individual learner. In essence, an ePortfolio is a digital space for teaching and learning which supports reflective, personalised, and collabora","cbCaihJlZ54y5wUc","https://ap.wps.com/l/cbCaihJlZ54y5wUc","pdf",342889,18,"English","# Abstract\n# Introduction\n## Definitions and functions of ePortfolios\n## ePortfolios as formative assessment tools\n## Perceptions of assessment in higher education","[{\"question\":\"How are ePortfolios used in higher education assessment?\",\"answer\":\"They support teaching, assessment, and learning because they are web-based and can be used to assess and support students across educational contexts.\"},{\"question\":\"What types of data were used in the study?\",\"answer\":\"The study used critical dialogue, notes, reflections, and conversations with students enrolled in both teacher education programs.\"},{\"question\":\"What does the study suggest about how students experience feedback through ePortfolios?\",\"answer\":\"Students use ePortfolios to integrate self, peer, and teacher/expert feedback, resulting in a 360-degree approach to assessment.\"}]","ePortfolios - A 360-Degree Approach to Assessment in Teacher Education | PDF",1792086955,45]