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19.
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The journal tool provides an opportunity to reflect on the learning that is evidenced by the artefacts displayed on the page (5);
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日誌ツールはページに表示されるアーティファクトによるエビデンスとしての学びを反映する機会を提供します (5);
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:36
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20.
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The range of artefacts including reflection on evidence of learning can show progression in learning over a longer period of time and more comprehensively than a single assignment (1);
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学習の証拠に関するリフレクションを含む様々なアーティファクトは、単一の課題よりも長い期間にわたって、より包括的に学習の進行を示すことができます(1)。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:37
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21.
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Different pages can be contextualised for different purposes, e.g. practicum report cf. human development assignment (2).
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異なるページは、異なる目的のために文脈化することができます。例えば、人間開発課題(2)の実習レポートなど。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:38
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22.
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Assignment types that suit an ePortfolio
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eポートフォリオに適した課題タイプ
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:41
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23.
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Using an ePortfolio simply as a way for students to create a library collection of single large assignment files is a very basic use of this versatile tool which does not take advantage of the capabilities of the software.
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学生が単一の大きな課題ファイルのライブラリコレクションを作成する方法としてeポートフォリオを使用することは、ソフトウェアの機能を活用していないこの汎用性の高いツールの非常に基本的な使い方です。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:43
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24.
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Single task large assignments (e.g. essays) may be required as part of an assessment requirement for a paper, but generally speaking are less suitable for ePortfolio use. They will be more easily processed using the assignment dropbox of a learning management system or some other submission process which can include integrated plagiarism checking.
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単一タスクの大規模な課題(小論文など)は、論文の評価要件の一部として要求されることがありますが、一般的にはeポートフォリオの使用にはあまり適していません。これらの課題は、学習管理システムの課題ドロップボックスを使用するか、または盗作チェックを統合した他の提出プロセスを使用することで、より簡単に処理することができます。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:45
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25.
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To take advantage of the strengths of an ePortfolio, consider designing assignments which incorporate some of the following elements:
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eポートフォリオの強みを生かすために、以下の要素を取り入れた課題設計を検討してみてください。
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:47
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26.
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Multiple resources of rich digital media (e.g. audio, video, graphic, text) that the student can assemble and comment on;
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学生が整理およびコメントできるリッチデジタルメディアの多重リソース (例 オーディオ、ビデオ、グラフィック、テキスト);
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:49
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27.
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Rubrics used to assess across a range of criteria;
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クライテリアの範囲にアクセスするために使用されるルーブリック:
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:50
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28.
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Peer or tutor / lecturer formative feedback as part of the assignment process;
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Peer or tutor / lecturer formative feedback as part of the assignment process;
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Translated and reviewed by
Mitsuhiro Yoshida
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Located in
../source/tips/assessment.rst:51
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