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TMS3709 Assignment 2 2022 Guidelines
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The document contains guidelines, questions and answers for assignment 2 2022 for TPS3709.
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ASSIGNMENT 2UNIQUE NUMBER
MARKS: 50
CLOSING DATE: 30 JUNE 2022
USE YOUR STUDY GUIDE, READ PAGES 343-373 FOR LEARNING UNIT 10. ALSO READ THE
ANNEXURE F 353-373 ENTITLED, PORTFOLIOS IN TEACHING PRACTICE – PAPER BASED
VERSUS E-BASED PORTFOLIOS BY MICHEAL M VAN WYK & GAMUCHIRAI NDAMBA.
COMPLETE THE FOLLOWING QUESTIONS RELATED THE E-PORTFOLIO:
6.1 Define the concept “e-Portfolio”. (2) (Page 345)
E-Portfolio is a digitized collection of artefacts including demonstrations, resources, and
accomplishments that represent an individual, group, or institution, Van Wyk (2018).
The product, created by the learner, a collection of digital artefacts articulating experiences,
achievements and learning” and as “a purposeful aggregation of digital items ideas, evidence,
reflections, feedback, etc., which presents a selected audience with evidence of a person’s learning
and/or ability” (Wray, 2007).
The e-portfolio consists of student work that displays mastery of skill of the task and expression in
the subject. Students are linked through myUnisa e-Portfolio. The e-portfolio is a purposeful
collection of student work that exhibits the student’s efforts, progress, and achievements in one or
more areas.
The collection must include student participation in selecting contents, the criteria for judging merit,
and evidence of student self reflection. In this portfolio several pieces (podcasts, DVDs or CD,
Lesson plans) of evidence must be submitted by the student. Specific criteria will be provided to
assess the e-portfolio.
Also refer to Annexure F e-based portfolios by Micheal M van Wyk & Gamuchirai Ndamba page
271.
6.2 What is the purpose of an e-portfolio? (4) (Page 346)
In education related e-portfolios serve teaching, learning and assessment that enhance students
learning to become competent in the 2st century; however this study focused on the purpose of it as
an assessment tool.
They are conceptualized as efficient learning environments promoting students’ participation in
thinking about content selecting and creating, objectives and criteria used; criteria for assessing the
value of this content, and the evidence of their achievements, self-reflection and peer feedback.
If properly designed e-portfolios can facilitate students’ active engagement, guidance and support,
collaboration and reflection on their learning and lead to enhanced awareness of their own learning
strategies and needs.
The following section elaborates on the different categories of educational e-portfolios the purpose
of using e-portfolio.
1. Authentic, e-portfolio is authentic because students take responsibility for their learning so they
are supposed to organize their e-portfolio, reflect on their own learning processes and finding
and improve their depends on reflection.
2. Controllable, students can organise their e-portfolio, reflect and assess their learning process,
and make necessary changes to their e-portfolio according to their reflection (Goldsmith, 2007).
3. Communication and interactive, students need to communicate and interact with their peers and
teachers to improve their learning (Bolligar & Shephard, 2010, Line 2018)
4. Dynamic, the structure of the portfolio is continuously developing as a result of the organisation
of content, collection and selection of artefacts the self-assessment and self-reflection of the
learning process and improvements made according to self-assessment and self-reflections.
5. Personalised, students create their e-portfolios on their own.
6. Integrative, e-portfolio create connections between students lives and academic work
(Goldsmith2007,p,37)
7. Multi-purposed, can be used for the assessment of students learning performances and of
institutions education programmes.
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, 8. Multi-sourced, provides students with feedback on their learning, teachers with the assessment
of students performances and institutions with the opportunity to assess their programs, courses
or departments.
9. Motivational, it gives students ownership of their own learning and leads to the improvements of
their skills.
10. Reflective, e-portfolio require self reflection students can self-reflect and assess their own
learning process via e-portfolio.
Also refer to Annexure F e-based portfolios by Micheal M van Wyk & Gamuchirai Ndamba page
272.
6.3. describe the steps for planning and compiling an e-Portfolio in the Economics class (10)
Micheal M van Wyk & Gamuchirai Ndamba page 275)
Step 1: Purpose of planning the e-portfolio.
First starts by deciding on the purpose of planning and compiling the type of the e-portfolio you have
in mind. Then determined beforehand the aims, objectives, type of evidence, knowledge and skills
requirements. An important part of planning and developing your e-portfolio is to get constructive
feedback and assessment.
Step 2: Collection of type of evidence in e-portfolio.
Before collecting evidence, it must be clear what, why and how the type of evidence for building the
portfolio will be compiled. Clear criteria of the type of specific evidence and its classification in the e-
portfolio must be provided by you. There should be information on what artefacts are to be included
in your portfolio. To organise such variety of inclusion, clear guidelines must also be provided by the
student teacher on how entries in the e-portfolio are classified.
Step 3
Every time an activity is uploaded, constructive feedback is provided for further refinement . The
purpose of constructive feedback is not to judge weaknesses but for your own professional
development purposes. The evidence of each activity is a reflection, which is the heart and soul of
an e-portfolio.
Step 4 Implement and interact on feedback provided.
Each time you upload different types of information on the learning management system, it is
captured as type of evidence, with dates and time of the submission. After assessment of submitted
evidence, feedback is provided to student teacher to reflect and respond to comments on each of
the type of evidence submitted. This is done individually or collectively. In this step, teacher mentors
provide opportunity for interaction and constructive feedback on the activities posted in the e-
portfolio, for further reflection by the student teachers.
Step 5 Presentation and compiling Final e-portfolio
Before the student teacher submits the final e-portfolio clear criteria and dates for the presentation
of the e-portfolio for assessment must be provided. There should be information about what and
how the artefacts will be evaluated in the e-portfolio. Clear assessment guidelines must be provided
for the student to classify entries in the e-portfolio. Most teacher education programmes require
student teacher to present and compile the e-portfolio to achieve the subject-related objectives and
learning programmes outcomes that are part of a qualification.
6.4 Give the advantages of using an e-Portfolio in Economics. (10) (Page 248)
• Enhancing student learning process: According to Wray (2007), e-portfolios can enhance the learning
process and assess students authentically
• Student taking responsibility for own learning: Using the e-portfolio requires that students take
responsibility of their own learning by organizing their material for a specific purpose, self-evaluating
their work, and reflecting their findings about their learning process, experiences, and skills.
• Increase motivational levels of student: Students, therefore, can be in charge of their own learning and
be motivated to study. (Van Wyk 2018).
• Documentation of student lived learning experiences captured in e-portfolio: Wray (2007) highlight that
e-portfolios can assist to facilitate and document students’ experiences authentically.
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