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A Practical Action Research of Portfolio Assessment on Building the Learning Community for Graduate Students in Taiwan

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  • Joni Tzuchen Tang

    (National Taiwan University of Science and Technology)

Abstract

Graduate schools often limit their courses in certain professional areas of the department, lacking cross-discipline, and facing the challenges of integrating with the industry’s practical applications. This study is to overcome the problems in the ideology of “Learning Community” and “Portfolio Assessment,” by the method of Teacher’s Action Research. We designed the research as two phases in a graduate class where most are interdisciplinary students. In the first phase, we focused on 11 students as research objects, and in the second phase, after fixing the curriculum direction, we focused on 7 students. This research found three results: 1. through the learning process, everyone, including the cross-disciplinary students, all have transformed from the beginning of an unfamiliar curriculum to the end that they can create works and conduct early childhood teaching experiments. 2. In the self-assessment form, participating students agreed that the curriculum model cultivated their “local-links” skills. 3. The curriculum helped students to integrate their abilities to implement a children’s digital game. Besides, by researching the network of families, schools, and communities, they can thoroughly integrate and analyze children’s digital games in localization thinking.

Suggested Citation

  • Joni Tzuchen Tang, 2022. "A Practical Action Research of Portfolio Assessment on Building the Learning Community for Graduate Students in Taiwan," Systemic Practice and Action Research, Springer, vol. 35(4), pages 555-578, August.
    • Handle: RePEc:spr:syspar:v:35:y:2022:i:4:d:10.1007_s11213-021-09583-8
    DOI: 10.1007/s11213-021-09583-8
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    References listed on IDEAS

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    1. Chris Craney & Tara McKay & April Mazzeo & Janet Morris & Cheryl Prigodich & Robert de Groot, 2011. "Cross-Discipline Perceptions of the Undergraduate Research Experience," The Journal of Higher Education, Taylor & Francis Journals, vol. 82(1), pages 92-113, January.
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