Examining Teachers' reflection and learning in digital teaching portfolios

Abstract

This study used empirical and quantitative methods to find out the changes in teachers' professional knowledge and the level of reflection demonstrated in digital portfolios. 44 in-service substitute teachers participated in a course of classroom assessment and using a digital portfolio system to construct their contents of portfolios. From the reflection journal, we found that most teachers were able to demonstrate middle to high levels of reflection, such as taking the characteristics of the class or the students into consideration when they think about their practices of classroom assessment. We also found that teachers' professional knowledge about classroom assessment improved during the process of constructing portfolios.