| The purpose of this study was to investigate pre-candidate and candidate preservice teachers' perceptions of assessment purposes and strategies. The study also examined preservice teachers' personal experiences with the electronic portfolio assessment in their teacher preparation process. In this mixed-design study, an online questionnaire was used to collect data. Follow-up interviews were conducted to explore issues that emerged from the questionnaire. The theoretical base for the study was classroom assessment, constructivist learning theory, cognitive learning theory, and motivation theory. It also draws on the literature on portfolio and other types of assessment used in educational settings.;The findings of this study were as follows: (a) pre-candidates' views of assessment purposes were not different from those of candidates; (b) pre-candidates' choices of assessment strategies were not different from those of candidates; (c) the more pre-service teachers liked the electronic portfolio, the more they thought they learned from it; (d) advice for improvement included providing samples of electronic portfolios to students, guiding and supporting both faculty and students, and having a less structured electronic portfolio system; (e) overall, preservice teachers' experiences with the electronic portfolio were mixed. While a few of them thought positively of it but confessed to several challenges, a clear majority made it sound like a burden. Participants cited challenges such as time constraints, lack of expertise and support, technical problems, and too many standards. Positive elements included learning technology, having a tangible product to showcase their work to potential employers, and reflecting on class work.;Recommendations for future research include investigations in best ways to train students and faculty including consideration regarding length of training, training times, and training methods. There is a need for a study that will explore factors that influence students' feelings of success when developing electronic portfolios. Factors such as satisfaction with faculty or administration, access to a computer, and a student's major should be considered. In future, the instrument should be used with a larger sample, in the same or different settings to validate the instrument and findings of this study. Certainly, there should be an analysis of different state and national requirements for programs and how these requirements contribute to the success or failure of the programs. |
