Digital Portfolios with Google Sites to Assess Learning in Pre-Service University Teachers: Descriptive Pre-Experimental Study
DOI:
https://doi.org/10.55040/vm811m14Keywords:
formative assessment, digital portfolios, Google Sites, pre-experimental study, pre-service teacher educationAbstract
The assessment of learning in pre-service teacher education requires the integration of digital tools that not only document evidence but also foster reflection and self-regulation. Within this framework, digital portfolios created with Google Sites emerge as an accessible alternative to support formative assessment processes in higher education. The aim of this study was to describe the implementation of digital portfolios among Education students at an Ecuadorian university and to analyze the outcomes in terms of academic performance and student perceptions. A descriptive pre-experimental single-group design was applied over eight weeks, involving 45 participants. The methodology combined quantitative analysis, using a four-criteria rubric, with qualitative analysis based on surveys and reflective texts. Results show that 88.9% of students achieved good or excellent levels on the rubric, and most reported improvements in digital skills and satisfaction with the experience. The main challenges identified were initial familiarization with the platform and decisions regarding design. In conclusion, digital portfolios in Google Sites provide preliminary evidence of their relevance as a pedagogical tool to strengthen formative assessment in university-based teacher education.
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