Examining Preservice Teacher Inquiry through Video-Based, Formative Assessment e-Portfolios

AbstractA capstone electronic portfolio, usually focused on summative assessment, was altered for preservice social studies teachers to include video-based formative e-portfolio assessment. Using a case-study design with three participants, we found that use of video artifacts facilitated reflection, supported inquiry into classroom success and failure, and influenced self-improvement plans. Additionally, the systematic examination of e-portfolio artifacts provided different points of view into classroom practices and influenced preservice teachers ’ perceptions of success. Yet, participants indicated that practicing teachers did not maintain porfolios, raising questions about the continued use of e-portfolios beyond graduation.