Mitja Turk, Grm Novo mesto – center biotehnike in turizma

The article focuses on the presentation of using e-portfolio in history lessons. The school lesson “Empire of Alexander the Great” is used as a case for (self-) evaluation of the second round of implementation, monitoring and evaluation of teaching which involves the use of e-portfolio (Mahara). Presentation includes teacher’s lesson plan, worksheet and activities in the classroom and also achievements of pupils and their self-evaluation. First findings indicate that the role of the teacher in the classroom has slightly changed. Furthermore, the responsibility for the acquisition of knowledge is increasingly transferred to the student. Another important change is more individualized approach to the students because they have different background knowledge, interests and goals. When introducing e-portfolio in the classroom we encountered various obstacles both from the technical (Mahara) and content area (rubrics formative assessment).

E-portfolio model is well-formed methodology of formative assessment (goals, pre-knowledge, strategy, evidence, self-evaluation). As a development project it is a subject of gradual introduction into schools because it requires a shift in the perception of both traditional roles of teacher and student as well as a number of adjustments in the learning process.