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The study evaluates how rubric use supports formative assessment and tracks the consistency of student improvement across the semester. Literature addresses formative assessment, feedback, and process eportfolios for reflection toward higher cognitive skills and self-regulated learning. Statistical analysis shows overall result improvement and identifies challenges in reflective skills, with conclusions considering sustainable, transferable practices.",{"@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/rubric-based-formative-assessment-in-process-eportfolio-towards-self-regulated-learning/600953/",{"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/rubric-based-formative-assessment-in-process-eportfolio-towards-self-regulated-learning/600953.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the rubric-based formative assessment in this study?","Question",{"text":112,"@type":113},"To explore possibilities of rubric use for formative assessment and to examine the consistency of students’ improvement throughout the semester.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the eportfolio task implemented during the Teacher Education program?",{"text":117,"@type":113},"The eportfolio task was conducted on a weekly basis during the first year, using rubric-based formative assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the analyzed results indicate about student learning and reflective skills?",{"text":121,"@type":113},"Data shows general improvement across the semester, with most students moving from lower to higher levels, while also revealing difficulties related to reflective skills.","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},600953,1792188954,{"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":44,"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},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Rubric-based formative assessment in process eportfolio: towards self-regulated learning  \nRubric-based Formative Assessment in Process E portfolio: Towards Self-regulated Learning  \nGemma Tur  \n[gemma.tur@uib.es](gemma.tur@uib.es)  \nUniversity of the Balearic Islands, Spain  \nSantos Urbina  \n[santos. urbina@uib.es](santos. urbina@uib.es)  \nUniversity of the Balearic Islands, Spain  \nDolors Forteza  \n[dolorsforteza@uib.es](dolorsforteza@uib.es)  \nUniversity of the Balearic Islands, Spain  \nAbstract  \nThis article explores the results of a rubric-based formative assessment of aneportfolio task as part of a pedagogical subject on a weekly basis during the first year in the Teacher Education programme of the University of the Balearic Islands . The study aims to explore the possibilities of the rubric usage for formative assessment and in particular, is aimed at exploring the consistency of students’ improvement throughout the semester . The literature review briefly covers research on closely related concepts such as formative assessment and feedback along with process eportfolios for reflective tasks, which are all aimed at achieving higher-level cognitive skills and, eventually, self-regulated learning. Data, which is obtained from students’ performance and statistically analysed, reveals evidence of the general improvement of results throughout the semester with the majority of students moving from lower to higher levels. Furthermore, data obtained also allows observing some difficulties for reflective skills . Conclusions reflect on challenging implications for sustainable transferrable practices, self-regulated learning and formative assessment.  \nKeywords  \nSelf-regulated learning ; formative assessment; rubric, eportfolio  \nG. Tur, S. Urbina & D. Forteza  \nDigital Education Review-Number 35, June 2019-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 18)[ 18](http://greav.ub.edu/der/ 18)  \nI. Introduction  \nFormative assessment has been argued as a coherent approach with universal instructional design (UID) that can answer to students’needs (Dalmau et al., 2010); it has also been related to selfregulated learning (Nicol & Macfarlane-Dick, 2006) through eportfolios (Alexiou & Paraskeva 2010, 2013; Yastibas & Yastibas, 2015) and rubric-based assessment (Panadero & Jonson, 2013) . For these reasons, this study is a challenging line of research promoting learning practices based on rubric formative assessment of eportfolios under the self-regulated learning framework in Teacher Education .  \nIn recent years there has been an increase in eportfolio uptake in Higher Education and Teacher Education, in particular (Cheng & Chau, 2013; Wang, 2009) . There are a large number of definitions of eportfolio and purposes of eportfolios, and one of the most suitable for metacognitive skills is the process approach (Abrami, Venkatesh, Meyer & Wade, 2013 ; Meyer, Abrami, Wade, Aslan & Deault, 2010 ; Galván-Fernández, Rubio-Hurtado, Martínez-Olmo & Rodríguez-Illera, 2017) . Process eportfolios are defined as a “purposeful collection of student work that tells the story of a student’s effort, progress and/or achievement in one or more areas” (Abrami et al, 2013, p. 1189), which can foster different stages of the self-regulated learning cycle (Abrami et al, 2013; Meyer et al, 2010) . Currently, it is accepted that eportfolios have been influenced by the social media (Cambridge, 2009; Author), about which research has also observed the possibilities of social media for diverse educational aims such as critical thinking skills (Herro, 2014), providing feedback and aid self-regulatory learning processes (Gunawardena et al., 2009) . Among the wide range of digital services, blogs have been used as eportfolio platforms with which to integrate teaching, learning and assessment in a continuum process (Aguaded, López Meneses & Jaén, 2013 ; Tur & Urbina, 2016a) and also foster reflection (Biberman-Shalev, 2018) and self-regulated learning (Hatzipana","cbCaide34PhJrYfS","https://ap.wps.com/l/cbCaide34PhJrYfS","pdf",633102,18,"English","# Abstract\n# Keywords\n# I. Introduction\n## Formative assessment, UID, and self-regulated learning\n## Eportfolios and process eportfolio approaches\n## Blogs, feedback, and reflective support\n## Rubrics, formative assessment, and assessment aims\n## Definitions and phases of self-regulated learning","[{\"question\":\"What is the main purpose of the rubric-based formative assessment in this study?\",\"answer\":\"To explore possibilities of rubric use for formative assessment and to examine the consistency of students’ improvement throughout the semester.\"},{\"question\":\"How was the eportfolio task implemented during the Teacher Education program?\",\"answer\":\"The eportfolio task was conducted on a weekly basis during the first year, using rubric-based formative assessment.\"},{\"question\":\"What do the analyzed results indicate about student learning and reflective skills?\",\"answer\":\"Data shows general improvement across the semester, with most students moving from lower to higher levels, while also revealing difficulties related to reflective skills.\"}]","Rubric-based Formative Assessment in Process eportfolio - Towards Self-regulated Learning | PDF",1792091699,45]