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Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

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Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment

Welsh, Mary (2012) Student perceptions of using the PebblePad e-portfolio system to support self- and peer-based formative assessment. Technology, Pedagogy and Education, 21 (1). pp. 57-83. ISSN 1475-939X

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The primary objective of the action research project discussed here was to monitor the implementation of an innovative course redesign in which the PebblePad e-portfolio system was used as the medium to support the introduction self- and peer-based formative assessment strategies to approximately 170 students in the first year of a Bachelor of Education Honours Degree (BEd (Hons)) course. Successful completion of the 4-year long degree qualifies graduates to to teach in primary (elementary) schools in Scotland. Action research was selected as a design due to its ability to support practitioner research whose express aim is to bring about change and improve practice through active learning and engagemement. Students completed two questionnaires describing their experiences of assessment and feedback and of PebblePad usage on the curse and detailing the impact of these on their ability to self-regulate learning. Findings were subjected to descriptive statistical analysis and indicated that self- and peer-based formative assessment was effective in fostering self-regulation in students and that this process was enhanced by adoption of the e-portfolio system. Further research may seek to explore the effectiveness of other ICT tools to support formative assessment and the extent to which self-regulation may foster positive attitudes to lifelong learning.