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Conducted within a changing curriculum and assessment context in British Columbia, the research draws on a cohort during the first term of a 16-month postdegree teacher education program. Candidates created a digital portfolio across multiple courses for their final assessment, used in an exit interview with instructors and field professionals. Narrative data illuminate evolving assessment-for-learning understandings and emerging assessor identity shaped by the portfolio process.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-with-digital-portfolios-teacher-candidates-forming-an-assessment-identity-article-10/596231/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-with-digital-portfolios-teacher-candidates-forming-an-assessment-identity-article-10/596231.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study focuses on how digital portfolios in teacher education support teacher candidates in shifting their understanding of assessment as they form an assessment identity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Where and in what program context was the research conducted?",{"text":117,"@type":113},"It was conducted in British Columbia within changing curriculum and assessment practices, drawing on a cohort in the first term of a 16-month postdegree teacher education program.",{"name":119,"@type":110,"acceptedAnswer":120},"How were digital portfolios used as part of the candidates’ learning and evaluation?",{"text":121,"@type":113},"Teacher candidates created a digital portfolio across multiple courses as part of their final assessment, intended for an exit interview with instructors and field professionals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596231,1792189707,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 13 | Issue 1 | Article 10 |\n| --- | --- |\n| Winter 02-15-2022\u003Cbr>Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity\u003Cbr>Hong Fu\u003Cbr>University of Victoria, [fuhong@uvic.ca](fuhong@uvic.ca)[ ](fuhong@uvic.ca)Tim Hopper\u003Cbr>University of Victoria, [thopper@uvic.ca](thopper@uvic.ca)[ ](thopper@uvic.ca)Kathy Sanford\u003Cbr>University of Victoria, [ksanford@uvic.ca](ksanford@uvic.ca)[ ](ksanford@uvic.ca)David Monk\u003Cbr>Gulu University, [capelton15@gmail.com](capelton15@gmail.com)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2022.1.11108](https://doi.org/10.5206/cjsotlrcacea.2022.1.11108) |  |\n\nRecommended Citation  \nFu, H., Hopper, T., Sanford, K., & Monk, D. (2022). Learning with digital portfolios: Teacher candidates forming an assessment identity. The Canadian Journal for the Scholarship of Teaching and Learning, 13(1) .  \n[https://doi.org/10.5206/cjsotlrcacea.2022.1.11108](https://doi.org/10.5206/cjsotlrcacea.2022.1.11108)  \nLearning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity  \nAbstract  \nThis study focuses on how the use of digital portfolios in teacher education can support teacher candidates to shift their understanding of assessment as they form their assessment identity. The study was in the context of changing curriculum and assessment practices promoted in British Columbia. We draw on data from a cohort of teacher candidates in the first term of a 16-month postdegree teacher education program, where they created a digital portfolio across multiple courses as part of their final assessment to be used in an exit interview with instructors and teaching professionals from the field. Narratives of teacher candidates’ experiences were collected to shed light on their changing understanding of assessment for learning practices and their emerging teacher identity as assessors promoted by the digital portfolio process. Significance of using digital portfoliosto support their process of becoming teachers is focused in the conclusion of the paper.  \nCette étude se concentre sur la manière dont l’utilisation de portfolios numériques dans la formation des enseignants et des enseignantes peut soutenir les candidats et les candidates à l’enseignement pour changer leur compréhension de l’évaluation alors qu’ils forment leur identité d’évaluation. L’étude s’est déroulée dans le contexte d’un programme d’études et de pratiques d’évaluation en changement favorisé en Colombie-Britannique. Nous nous appuyons sur les données d’une cohorte de candidats et de candidates à l’enseignement récoltées au cours du premier trimestre d’un programme de formation des enseignants post-diplôme de 16 mois, au cours duquel ils ont créé un portfolio numérique couvrant plusieurs cours dans le cadre de leur évaluation finale pour être utilisé en tant qu’entrevue de fin de programme avec des instructeurs et instructrices et des professionnels et professionnelles de la profession. Les narrations des expériences des candidats et des candidates à l’enseignement ont été rassemblées pour éclairer leur compréhension en changement de l’évaluation des pratiques d’apprentissage et leur identité naissante en tant que professeurs et professeures devenus évaluateurs et évaluatrices promus par le processus du portfolio numérique. Dans la conclusion de l’article, l’importance de l’emploi de portfolios numériques pour soutenir le processus qui consiste à devenir enseignant et enseignante est soulignée.  \nKeywords  \nteacher identity, assessment, digital portfolios; identité en tant qu’enseignant ou enseignante,évaluation, portfolios numériques  \nThis research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotlrcacea.2022.1.11108](https://doi.org/10.5206/cjsotlr","cbCaimTC5w5iIMAa","https://ap.wps.com/l/cbCaimTC5w5iIMAa","pdf",377098,22,"English","# Abstract\n## Study focus and context\n## Research setting and portfolio design\n## Data collection and narrative insights\n## Significance for becoming teachers","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study focuses on how digital portfolios in teacher education support teacher candidates in shifting their understanding of assessment as they form an assessment identity.\"},{\"question\":\"Where and in what program context was the research conducted?\",\"answer\":\"It was conducted in British Columbia within changing curriculum and assessment practices, drawing on a cohort in the first term of a 16-month postdegree teacher education program.\"},{\"question\":\"How were digital portfolios used as part of the candidates’ learning and evaluation?\",\"answer\":\"Teacher candidates created a digital portfolio across multiple courses as part of their final assessment, intended for an exit interview with instructors and field professionals.\"}]","Learning with Digital Portfolios: Teacher Candidates Forming an Assessment Identity - Article 10 | PDF",1792082689,55]