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Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF); learners’ autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners’ writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end.

Portfolio assessment (PA) as an assessment for learning (AfL) alternative has been under-represented in second/foreign language acquisition (SLA) research literature. This study examined the potential impacts of electronic PA (e-PA) on English-as-a-Foreign-Language (EFL) learners’ engagement modes in descriptive and narrative genres of writing on Moodle™. To do so, 56 university students were non-randomly selected and assigned into two intermediate-level EFL cohorts. In a pretest-mediation-posttest study, descriptive and narrative writing tasks completed by two groups were subjected to teacher feedback, student reflection logs, and subsequent revision every week. Results of repeated measures ANOVA indicated significant progress in lower-level skills (sentence structure, word choice/grammar, mechanics), and moderate progress in higher-level skills (organization, development) in both groups’ genre-based writing. Results of one-way ANCOVA reported the notable pretest-to-posttest achievement by both groups with no intergroup statistical differences. The content of students’ reflection logs was inductively analyzed for their behavioral, emotional, and cognitive modes of engagement in e-PA. Qualitative data analysis indicated similar writing time intervals and recurrence of revisions as the behavioral mode of both groups. Participants also expressed novelty, low anxiety, and enjoyment as their emotional experiences. In terms of their cognitive experience, the majority agreed upon the applicability of teacher feedback and positive perception of writing improvement in e-PA. Yet, they were critical to regular mismatches between the scopes of teacher assessment and self-assessment, as well as teacher linguistic bias towards certain writing features. Several pedagogical implications of the study promote the facilitating role of e-PA in genre-based academic writing and e-learning contexts.

This research explores Iranian teachers’ and students’ attitudes toward using e-portfolios for speaking assessment in an institutional context. This qualitative study involved 12 intermediate students as well as 14 EFL teachers at an English language institute (Safir) in Tehran, Iran. Data were gathered through interviews and focus group discussions. The study findings indicated that the majority of participants held a favorable opinion regarding the utilization of e-portfolios. The participants also identified a number of significant benefits of implementing e-portfolios, including raising students’ motivation and self-confidence, learning new information, successfully finishing English assignments, producing favorable learning outcomes, and improving students’ English ability. These results are assumed to shed light on the importance of considering e-portfolios by educational stakeholders to foster students’ excitement and involvement in learning.

Researches in general education as well as in language teaching have clearly shown the pivotal role conceptions of learning played on students' learning outcome. However, there are paucity of researches on instructional and assessment schemes that promote deep conceptions of writing. The main objective of this study, therefore, was to examine the effects of Portfolio-Based Assessment (PBA) on EFL students' conceptions and approaches to writing. To this end, a pretest posttest control group quasi-experimental research design was adopted, and two sections were chosen from first-year Natural Science Stream students at Wollo University, Dessie Campus. From the two groups, totally 60 participants were chosen randomly, and four types of data collection instruments namely; conceptions of writing scale, essay writing tests, interviews and reflection sheets were employed. The quantitative data were analyzed mainly by using one sample t-test and independent samples t-test, and the qualitative data were also analyzed thematically. During the intervention that stayed for 8 weeks, the students in experimental groups were assessed by writing portfolios. The students in controlled group, however, were assessed by using conventional assessment schemes. As the findings revealed, significant changes in students' conceptions of writing and writing performances were observed between participants in experimental and controlled groups. The findings suggest that PBA influences EFL students' deep and meaningful conceptions of writing by way of supporting their independent and out-of class learning endeavor. Moreover, the findings hold implications for using PBA to boost EFL students' writing self-efficacy beliefs and concern for reflection and revision.

This study examines the existing literature on information and communication technology and establishes that although there is a strong potential for these resources to generate improved student science concepts outcomes, many teachers fail to recognize that potential. The study then presents qualitative data acquired from teacher questionnaires, which identifies strong positive correlations among student performance, student self-assessment, and teacher assessment in cases where kindergarten-level educational tasks were presented through e-portfolios. Discussion of these findings suggests that the existing institutional pressures for e-portfolio adoption are well-justified and could result in improved student outcomes, as well as a higher instance of self-directed learning both at school and at home. The authors also conclude that ongoing implementation of these resources in early childhood education, together with relevant teacher training and parent engagement, may naturally overcome lingering resistance by certain stakeholders to the project of adopting these technologies.

In this case study, the aim was to implement project-based learning by utilizing e-portfolio assessment in a small-scale classroom (N = 8). The compulsory Design, Development, and Evaluation of Educational Software course in the curriculum of the Department of Computer Education and Instructional Technology was selected due to its strong relationship with real life while lending itself to addressing the major concern of project-based learning. Despite insufficient classroom size and students' challenges on animation software, it was found that project-based learning was an appropriate choice for conducting such a course. Moreover, e-portfolio assessment proved to be valuable in project-based learning. In the rest of the paper, findings from other research studies evaluating project-based learning are discussed and recommendations are presented.

IntroductionThe skill of critical appraisal is essential in informing clinical decision-making. This is an area that is all too often overlooked within teaching programmes. Incorporating Evidence- Based Medicine into trainees’ educational programmes not only enhances trainee knowledge but also patient outcomes. We launched a series of peer-to-peer teaching sessions aimed at improving the integration of Evidence-Based Medicine skills into local paediatric training, enhancing engagement with the RCPCH e- portfolio and improving trainee confidence in their critical appraisal skills.MethodsWe designed and delivered an 8-session peer-to-peer teaching program focused on key aspects of Evidence-Based Medicine (EBM) for trainees at Lister Hospital. Foundation doctors, resident doctors, and clinical fellows participated, with each session incorporating teaching slides and peer-led group discussions. Self-rated confidence in critical appraisal skills was assessed using pre- and post-session questionnaire responses on a 5-point Likert scale.ResultsWe collected 38 trainee responses over the 8- session programme. 39% were from Paediatric Resident doctors; the remainder from foundation trainees, GP trainees and clinical fellows. Post-programme, the proportion of trainees performing formal evidence searches ‘sometimes’ rose from 32% to 50%. Those doing so ‘often’ or ‘daily’ increased from 14% to 25%. Prior to our programme, only one paediatric trainee had logged a clinical question onto the RCPCH e-Portfolio. Six paediatric trainees had logged clinical questions onto the RCPCH e- Portfolio post- programme. Average self-rated confidence levels (assessed using a Likert scale) across all domains of critical appraisal improved from 3.0 pre- programme to 3.45 post- programme. Trainees’ most popular suggestions for continued inclusion of EBM into training included incorporation of EBM into the departmental grand round teaching programme (suggested by 91% of participants), use of the RCPCH e- portfolio to regularly log clinical questions (suggested by 27%) and participating in Shared Learning Events (SLEs, suggested by 73%).ConclusionOur project highlighted strong trainee interest in improving knowledge of EBM alongside a notable increase in trainees’ confidence in application of critical appraisal skills. As a result of our programme, engagement with the RCPCH e- Portfolio also increased, with more trainees aware of capabilities such as logging clinical questions. Moving forward, we plan to integrate EBM teaching into the departmental curriculum, making it a key feature of both paediatric and neonatal grand round sessions.

IntroductionThe skill of critical appraisal is essential in informing clinical decision-making. This is an area that is all too often overlooked within teaching programmes. Incorporating Evidence- Based Medicine into trainees’ educational programmes not only enhances trainee knowledge but also patient outcomes. We launched a series of peer-to-peer teaching sessions aimed at improving the integration of Evidence-Based Medicine skills into local paediatric training, enhancing engagement with the RCPCH e- portfolio and improving trainee confidence in their critical appraisal skills.MethodsWe designed and delivered an 8-session peer-to-peer teaching program focused on key aspects of Evidence-Based Medicine (EBM) for trainees at Lister Hospital. Foundation doctors, resident doctors, and clinical fellows participated, with each session incorporating teaching slides and peer-led group discussions. Self-rated confidence in critical appraisal skills was assessed using pre- and post-session questionnaire responses on a 5-point Likert scale.ResultsWe collected 38 trainee responses over the 8- session programme. 39% were from Paediatric Resident doctors; the remainder from foundation trainees, GP trainees and clinical fellows. Post-programme, the proportion of trainees performing formal evidence searches ‘sometimes’ rose from 32% to 50%. Those doing so ‘often’ or ‘daily’ increased from 14% to 25%. Prior to our programme, only one paediatric trainee had logged a clinical question onto the RCPCH e-Portfolio. Six paediatric trainees had logged clinical questions onto the RCPCH e- Portfolio post- programme. Average self-rated confidence levels (assessed using a Likert scale) across all domains of critical appraisal improved from 3.0 pre- programme to 3.45 post- programme. Trainees’ most popular suggestions for continued inclusion of EBM into training included incorporation of EBM into the departmental grand round teaching programme (suggested by 91% of participants), use of the RCPCH e- portfolio to regularly log clinical questions (suggested by 27%) and participating in Shared Learning Events (SLEs, suggested by 73%).ConclusionOur project highlighted strong trainee interest in improving knowledge of EBM alongside a notable increase in trainees’ confidence in application of critical appraisal skills. As a result of our programme, engagement with the RCPCH e- Portfolio also increased, with more trainees aware of capabilities such as logging clinical questions. Moving forward, we plan to integrate EBM teaching into the departmental curriculum, making it a key feature of both paediatric and neonatal grand round sessions.

As a growing approach to assessment, learning-oriented assessment (LOA) has recently flourished to position learning at the center of assessment practices. It aims to unify assessment, teaching, and learning. However, little is written and known about its benefits, challenges, and practices in English as a foreign language (EFL) contexts. To shed light on these aspects, the present study was a bid to unpack Iranian EFL teachers’ perceptions about the benefits, challenges, and professional activities that facilitate LOA understanding and practice. To this end, 40 EFL teachers including both genders were invited to a semi-structured interview held in person. The results of the thematic analysis obtained by MAXQDA revealed that Iranian EFL teachers had different perceptions regarding LOA. They argued that LOA is a process-based, feedback-oriented, formative, and alternative assessment technique that foregrounds feedback and progress rather than the final outcome. Furthermore, it was identified that LOA can be practiced by using alternative assessment, performance assessment, dynamic assessment, peer assessment, self-assessment, and portfolio assessment. Likewise, the results demonstrated that LOA is beneficial in enhancing classroom interaction, collaboration, and engagement, integrating assessment, teaching, and learning, and monitoring students’ progress. However, the time budget, large classes, and teachers’ lack of knowledge and training on LOA were perceived as challenges for applying LOA. Furthermore, it was found that Iranian EFL teachers supported the use of training courses, reading articles and books, and attending assessment-related workshops, webinars, seminars, and conferences to improve LOA knowledge and skills. The study provides implications for EFL teachers and trainers, who can use different assessment techniques/practices representative of LOA.

Autism research funding across the world has disproportionately been invested in biological and genetic research, despite evidence that these topics are not prioritized by community members. We sought to determine whether a similar pattern was evident in Australia’s autism research funding landscape between 2008 and 2017, by analysing the nation’s portfolio of autism research investments. We also examined whether there was any change in this pattern of funding since the establishment in 2013 of the Cooperative Research Centre for Living with Autism (Autism CRC). Overall, Australian autism research funding during 2008–2017 followed a similar pattern to other countries, but shifted in the past 5 years. Further progress is required to bring research funding into line with community priorities.