Larysa V. Liashenko, l.liashenko@knu.ua
ORCID ID: https://orcid.org/0009-0008-6464-3167
Candidate of psychological sciences
Assistant Professor of the Department of foreign languages of Math’s faculties
Taras Shevchenko National University of Kyiv
Kateryna A. Liashenko, kkateryna.liashenko@gmail.com
BSs in Computer Statistics & Data Analysis
DOI: https://doi.org/10.17721/StudLing2024.25.89-98
ABSTRACT
Traditional methods of semester-based knowledge assessment in higher education institutions, predominantly relying on written tests and oral presentations, primarily evaluate the outcomes of students’ work during the semester while often overlooking the process of learning itself. This approach may limit opportunities for students to engage in meaningful reflection on their academic progress throughout the term. This study explores the implementation of digital portfolios (DPs) as an alternative assessment method aimed at fostering continuous learning, self-analysis, and personal growth among first-year students specializing in Data Analysis. The paper synthesizes and examines the features of incorporating DPs into practical sessions of professional English course for future analysts, employing the constructivist principle. This approach not only enhances students’ language competence through engaging and relevant materials but also improves their technical skills essential for data analysis tasks. By using DPs, students document their learning journey throughout the semester, enabling instructors to provide both formative and summative analytical feedback. This feedback mechanism fosters students’ self-awareness regarding their proficiency in specific topics and identifies problematic areas requiring further attention and adjustment. Encouraging undergraduates to engage in self-analysis and critical thinking, DPs align the learning objectives of specialized courses with the goals of the practical English language curriculum. The findings of this study demonstrate that DPs are a valuable tool in higher education, enhancing the evaluation of project-based work among first-year students, promoting lifelong learning skills, fostering engagement in creative tasks, and offering a more comprehensive approach to analyzing academic performance during the semester. Moreover, DPs provide instructors with detailed insights into students’ knowledge levels, supporting the development of key skills essential for both academic success and career planning.
Keywords: digital portfolio, self – assessment, professional English, critical thinking, reflection.
References:
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Internet Resources:
- Barrett, H., & Carney, J. (2005). Conflicting paradigms and competing purposes in electronic portfolio development. Retrieved from http://electronicportfolios.com/portfolios/pdf
- Barrett, H., & Wilkerson, J. (2004). Conflicting paradigms in electronic portfolio approaches. Retrieved from http://electronicportfolios.org/ systems/paradigms.html
- Little, D. (2016). The European Language Portfolio: Time for a fresh start? International Online Journal of Education and Teaching (IOJET), 3(3), 162–172. Retrieved from http://iojet.org/index.php/IOJET/article/view/146/139