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ERIC Number: EJ1107606
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 40
Improving the Quality of Evidence-Based Writing Entries in Electronic Portfolios
Denton, David W.
International Journal of ePortfolio, v2 n2 p187-197 2012
The problem investigated in this study was whether entries written to an electronic portfolio by preservice teachers improved in quality after an intervention was deployed. The study also compared portfolio metadata to writing quality scores to determine whether there was a relationship. Participants included a convenience sample of 11 undergraduate students enrolled in a teacher education program. Primary analyses focused on comparing portfolio entries, written before and after the intervention, using a repeated measures design. Secondary analyses involved calculating correlations between writing quality and portfolio metadata. Results showed that writing improved at a statistically significant level, t(10) = 4.99, p < 0.001, d = 3.16, 95% CI = 1.91 to 5.00. In addition, statistically significant correlations were found between writing quality and the number of unique terms shown on portfolio tag clouds, r = 0.60, N = 11, p < 0.05, d = 1.50, as well as writing quality and the total number of portfolio entries, r = 0.72, N = 11, p < 0.05, d = 2.08. These findings suggest that the intervention improved writing quality on entries made to electronic portfolios and that metadata predicted the quality of portfolio content.
Descriptors: Portfolios (Background Materials), Electronic Publishing, Writing (Composition), Preservice Teachers, Writing Improvement, Intervention, Metadata, Comparative Analysis, Correlation
Center for Teaching and Learning, University of Georgia. North Instructional Plaza, University of Georgia, Athens, GA 30602. e-mail: email@example.com; Web site: http://www.theijep.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A