The use of electronic portfolios (EPs) as a means ofauthentic assessment is increasingly popular inteacher education programs. Portfolio assessmentallows teacher candidates to select and reflect onartifacts that demonstrate teaching competencies.When students add multimedia artifacts andreflections to portfolios, they present a much richerpicture of their abilities than possible intraditional assessments. This study investigates thestudents’ learning experiences in developing anddesigning their EPs. The findings show that creatingEPs helps students develop technology-relatedknowledge and skills as well as critical thinking andproblem-solving skills. The findings also indicatethat creating EPs is a meaningful task providingopportunities for synthesis in the master’s program.The process of developing EPs involves metacognitionand self-evaluation because students reflect on theirstrengths and weaknesses to set their future learninggoals. In addition, the findings demonstratethat students become active, independent, andmotivated learners in developing EPs. Studentsreported that they learned valuable insights fromcreating EPs.

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The use of electronic portfolios (EPs) as a means of authentic assessment is increasingly popular in teacher education programs. Portfolio assessment allows teacher candidates to select and reflect on artifacts that demonstrate teaching competencies. When students add multimedia artifacts and reflections to portfolios, they present a much richer picture of their abilities than possible in traditional assessments. This study investigates the students' learning experiences in developing and designing their EPs. The findings show that creating EPs helps students develop technology-related knowledge and skills as well as critical thinking and problem-solving skills. The findings also indicate that creating EPs is a meaningful task providing opportunities for synthesis in the master's program. The process of developing EPs involves metacognition and self-evaluation because students reflect on their strengths and weaknesses to set their future learning goals. In addition, the findings demonstrate that students become active, independent, and motivated learners in developing EPs. Students reported that they learned valuable insights from creating EPs.

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