THE PEDAGOGYCAL VALUE OF THE ELECTRONIC PORTFOLIO IN THE LOWER GRADES

Педагошката вредност на електронското портфолио во одделенската настава

THE PEDAGOGYCAL VALUE OF THE ELECTRONIC PORTFOLIO IN THE LOWER GRADES

APSTRACT In the 80’s more and more teachers started to realize a very useful way for systematic collection and archiving of the entire students’ work, made by them, during the school year, and with few words, that is the portfolio. But, a problem occurred, the space and the necessary closet for storage. Since then, the researchers started to imagine the electronic portfolios as ideal for archiving of the products of the students from their entire education because they take only virtual space.

Nowadays when the the reform processes and transitions developed, the pedagogycal publicity in our country considers that the education is conditioned to provide the electronic following of the overall evaluation of the educational process of the students.

The idea for e-portfolio comes directly from the necessity for finding a way how to memorize the activities and the final products of the hard work of the students as a promotion of the transformal changes in the entire monitoring of the educational process, in the intelectual development as a proof of the individual checking, measuring and evaluation i.e. changes in the pedagogycal tracking.

Key words: pedagogical value, lower grades teaching and electronic portfolio INTRODUCTION

Марина Василева

because of their individual differences and more sophisticated and pedagogical monitoring occurred. The meaning of the e-portfolio comes from the necessity of the enlightment of the challenges for alternative changes in the pedagogycal monitoring of the students’development in the lower grades teaching as a task which stands in front of our schools. Namely, the implementation of the modern technology in the education is a way with which knowledge should be provided which is appropriate for the environment in which the school exists,i.e. knowledge that will show the road of a qualitative connection between the world in which the students live and the way they learn about it.

The implementation of the eportfolios can be essential for the development of the life skills for students’ self-evaluation.

Our modest experiences show that the pedagogycal value of the eportfolios in the education can be in the possibility the e-portfolio to present:  A tool in a function of the evaluation of the accomplishments and the work of the students;  A tool with which the student demonstrates the skills and the abilities;  Before and after evaluative indicator of the teachers’ work.

The new electronic form of monitoring and measuring of the students accomplishments with individual presentations of success,we expect it to offer a new style in over passing of the uncertainty of the evaluation and to put an accent on the individual progress in the education as a benefit and pedagogical value.

Parallel to the modern comprehension of the teaching, a necessity for modern, authentic monitoring of the students as persons

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BASIC TERMS CONTAINED IN THE RESEARCHING SUBJECT The basic terms which are contained in the text,help its learning ,will be presented with short overview.

Pedagogycal value as a term has a wide meaning and presents system of logycal elements and aspects of particular educational area,connected in logycal order. The elements of the pedagogycal value are not in a closed circle,they supplement each other permanently,upgrade and develop,and they are in permanent open developing progress. If the point of a higher quality of educational services leads to higher educational products,then the level of a creative use of the modern scientifictechnical and technological accomplishments in the educational practice present small steps for providing connection for direct monitoring of what is happening around us and connection to the IT age of the developed societies in the world.

Portfolio, as a key term, in the pedagogical lexicons and dictionaries, compares to the students’ files i.e. the portfolios present samples of individual accomplishments of the students. The term portfolio 1, according to the vocabulary from Oxford University,is translated like a thin folder which is used for carrying documents,pictures,paintings e.t.c;a collection of documents,pictures and paintings which are used for job applying or an interview, a list of products that are offered by a certain company. The portfolios according to the can be: Portfolio Wikipedia Paper portfolios – written materials, with visual madia like drawn ilustrations, photos and movies; handmade items and art work and, Electronic portfolios or e-portfolio a computer use.2 The electronic portfolios or 1

OXFORD ADVANCED LEARNERS DICTIONARY. (2000). Oxford University Press. str. 1022 2 http://en.wikipedia.org/wiki/Electronic_portfolio

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e-portfolios are defined as leading tools and means for learning and evluation of the teachers and the academic institutions in the western world.

The electronic portfolios according to the several studies from the internet sites had a crutial efect in the education since the beginning of the formal evaluation because they are collections of documents, information, links, audio and video clips, which show the abilities and the skills of every individual as a particular person.3 If we as teachers try to define the term eportfolio in a free way, we consider that we won’t make a mistake if we tell that it is a modern digital version of the school notebooks with a big capacity of memory for each school subject.

Departmental teaching according to the Ministry of education development in Republic of Macedonia4 presents a term which is used in the naming of the educational level from I-V grade in the primary school. The concept of the 9 years education in the primary schools in Republic of Macedonia are involved students from 6-11 years.

The 9 years primary education has 3 developing periods as a structural level. The first developing period is from I-III grade, and the second is from IV-VI grade and the third developing period is from VI-IX grade. These developing periods follow the characteristics of the cognitive and the social and emotional development of the students with appropriate models of the educational work according to the developing levels of the students.

The grades in our state are realized as: classical education, which takes place in one shift, and as a full time

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Mendoza-Calderón, M. A., Ramirez-Buentello, J. (2006). Handbook of Research on ePortfolios.

Facilitating Reflection Through ePortfolio at Tecnológico de Monterrey. Hershey, USA. ISBN 159140-890-3 4 http://bro.gov.mk/?q=osnovno-obrazovanie

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teaching that takes place throughout the workday.

THEORETICAL-EMPIRISTIC INSIGHTS FOR THE PORTFOLIOS In our regions in Macedonian psycho-pedagogycal literature the researches that lead to the pedagogical documentation are not very mentioned, precisely the researches for ways of noting of the accomplishments and progress of the students.

The nature and the complexity of the educational transformations mean also transformable changes in the making of the pedagogical documentation which has to be in a correlation to the entire monitoring.

We would like to try to involve our teachers and students together in the educational transformations and the process of the pedagogical marking and evaluation of their accomplishments. The intention is with an aim the students together with the teachers to involve their own creativity and originality, to raise the interest and the motivation in order to develop the most important feature of the student as a future sophisticated man, to learn constantly and to develop professionally.

The act of an individual access of marking the accomplishments of the students is new and began with “School file” i.e. “Cumulative file” which was used in 1930 for the first time in ex Yugoslavia.Zorica Gorgevic and a group of authors from the group for psychological questions write that the taking notes for every students individually came from the educational practice, was created from the teachers and its official use was only a product on the already existed need5.

In 1961 the Federal Office for studying the school and educational affairs, 5

Đorđevič, Z. (1961). Učeničko dosie u našoj šкoli, Beograd: Savezni zavod za proučavanje školskih I prosvetnih pitanja

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organized a cunseling in Belgrade on which there had be a discussion about the need the shape and the size of the students files. They concluded that the file should contain the basic data, health and physical development, inetelectual development, moral features, social and emotional development, working habits, free activities, pedagogycal actions, school success and data for the teachers.

The national programme for development of the education in Republic of Macedonia 2005-2015,as an important question in front of the huge reform steps in the core of our educational process promotes the dynamic changes in the ICT which presents a condition for their effective selfpresentation in the sphere of their future determination and social and political life especially like a mechanism for production of knowledge,ability,skills.

Starting from the fact that this is a leading tendency to the reforms of the education,we consider that our efforts for modernization are quite reasonable and promoting a new possibility for using the computer for careful storage of the students accomplishments with a creation of a collection of activities which offer a picture of what every students can do.

Parallel to the modern understanding of the education, appears the need for modern, authentic monitoring of the students as persons because of their individual differences and more sophisticated pedagogical monitoring.

The challenge for studying the pedagogical value of the electronic portfolio in the teaching in lower grades came directly as a reflexion of the unstoppable step of the ICT was has a great influence in the knowledge production and the quality of the individual lives in the structures of the occupations in all spheres and shapes of the human manifestation.The modern qualitative educational system

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refers to evaluation.

qualitative

system

of

The methods of the teaching and strategies change and they will continue to change constantly,like the researches and the technologies make a progress because the main point is to monitor the accomplishments of the students but it has to follow the changes too. The reality of the teachers is still present and cannot be avoided.

Our experiences show that in the evaluation there is a subjective approach, i.e., different abilities skills and knowledge which measure and evaluate. The public media often emphasize the attitudes of the eminent professors that despite all the efforts there are differences in the opinions about the criteria and the standards for the necessary knowledge of the teachers in city and village regions.The pedagogical value of the regular monitoring of the development of the students as individuals presents crucial and integral part in the process of the education and the results of the monitoring are crucial basic for the future planning. We consider that the technology nowadays let us to try to provide more qualitative pedagogical monitoring,to reduce the subjective and the basic concept which is offered is an approach to every student no matter of his modest nature to be a subject of monitoring and individual approach to his education,with a constant addition of new moments that enlighten his euthenics as a person with an assistance of the modern technology.

The structure of this study is built on analyses, discovery, creation, design, and promotion of the qualities and the pedagogical value of the computer program which can present a qualitative instrument for permanent evaluation of the individual progress through the prism of the latest

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experiences in the pedagogical monitoring and student’s evaluation.

The program, as a mirror of the opportunities and the potentials can present a retrospective of the student’s development,and at the same time it can offer a relief in the communication and meeting teacher –student in the crossover from lower to higher grades, in other school, relocation in a new city e.t.c. In a perspective, if the e-portfolio is implemented in higher grades as a collection of students’ work which show the students’ involvement, the progress or the accomplishments in a particular area, can present an effective monitoring in a function of a continuous evaluation. The activities that are memorized on CD or DVD with an enrolling in a high school or on a faculty, can fulfill the picture of the student, or by a job applying they can also be used as a mechanism for effecting of the own skills and abilities with a self presentation.

TYPES OF PORTFOLIOS The indicated problem of research will be presented more qualitative if the term portfolio is defined clearly and correctly with an entire and systematical display of the determination and translation that can be seen through analyses of the pedagogical domestic and foreign literature. Portfolio as a key concept in pedagogical vocabularies and dictionaries are identified with student records e-portfolios are examples of individual achievements of students.

The term portfolio, the vocabulary of Oxford University, is interpreted as a thin folder that is used to carry documents, drawings, etc., collection of documents, images, drawings that are used for example when applying for a job or interview, a list of products offered particular company. Portfolios according to Wikipedia may be:

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• Paper portfolios - written materials, visual media - like cartoon illustrations, photographs or films, handmade items and art work • Electronic portfolios - use the computer. Electronic portfolios or eportfolios are defined as leading tools and resources for learning and assessment for teachers and academic institutions in western world’s portfolios according to several published studies of web sites had the greatest effect on education since the beginning of the formal evaluation because they are collections of documents , information, links, audio and video clips that show the capabilities and skills of every individual as a person. If as teachers try to freely interpret the term electronic portfolio, we would not be wrong if we say that it is a modern digital version of school notebooks with large capacity of memory for each school subject.

• Paper portfolios - written materials, visual media - as a cartoon illustration.

Portfolios have many purposes and are created from different perspectives according to the individual. Types portfolio identified by Zeichner and Wrey (2001). Abrami and Barrett (2005), while identified three different types of portfolios. They divided the process or job portfolios, portfolios for presentation and portfolio assessment.

Smith and Tillemma (2003) identify two dimensions that were used to differentiate the use of e-portfolios: a) mandatory or voluntary use of eportfolios in teaching and b) can be for personal and professional development. Barrett (2004), suggests a number of metaphors, quotes, eportfolios, "mirror map for one, toothbrush, travel," which poetically illustrate the different types of eportfolios and different targets for engagement. There is diversity in the nature of using e-portfolio as a form

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consistent with the action happens. Eportfolios also can be defined as a way of thinking.

Harper (personal communication, 2007) has emphasized the need to consider eportfolios in the process of logical thinking and the learning process. As the process of e-portfolio as technology, Calderon and Hernandez (2006) noted that students became more aware of e-portfolios recognizing an interesting way of thinking, feeling that followed his experiences as a glare that is reflection in the mirror, and they were witnesses of "establishing the connection between theory and practice" E-portfolios initiated for reflective thinking and experiences. Central emphasis on the process or way of thinking is reflexive dimension of e-portfolios as a process and activity. Е- PORTFOLIO Many authors offer a definition of the term E-portfolio. In this section we will review the short term of some authors. Rick Stigins, 1994 e-book defines it as "a collection of student work that demonstrates achievement or improvement. Material to fit the story to be told can vary greatly, "he said e-portfolio is" a communication tool for growth and development of students "and" not a form of assessment. " Northwest Evaluation Association offers a similar definition of "deliberate collection of student work that illustrates efforts, progress and achievements in one or more areas.

The collection must include: student participation in selecting contents, criteria for selection, criteria for merit, and evidence of self-evaluation, the student."

The electronic portfolio by Sutherland and Powell (2007) defines as "intentional aggregation of digital items ideas, evidence, reflections, comments, etc., which are" present "to

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a selected audience as evidence of learning of the person / or ability."

Next definition established by the National Initiative for infrastructure learning(NLII,2003): "A collection of authentic and diverse evidence, drawn from a larger archive, representing what a person or organization has learnt it after all these years which is a reflection of the person or the organization and it refers to the presentation of one member or bigger audience and has a particular rhetorical aim.

In another definition, e-portfolio uses electronic technologies, and a container that allows students / teachers to collect and organize artifacts-finished products in many media types, using hypertext links to organize the material, to link the evidence proper outcomes, goals or standards.

According to. M. Van Wesel & A. Prop (2008). "E-portfolio is a very important document that speaks for you. It plays its part in your first work introduced as a future web designer it can later become a representation of the firm in which there is only one employee. designer. "The author explains that the e-portfolio is a document which is intended to be a part of theoretical understanding of the portfolio and its importance, while the second part has to be worked out practically with applicable techniques used in programs for web design.

Under the broadest definition, eportfolio is a large folder containing photos or documents. Traditionally, eportfolios using artists to showcase their work and demonstrate their skills, but today e-portfolios are used in numerous disciplines. In the field of education, e-book is commonly defined as "purposeful collection of student work that reflects the student's work, its progress and achievements in one or more areas". E-portfolio is considered a powerful tool that helps

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students in learning and documenting their work in the learning process.

Many studies have shown benefits of reflective processes that are developed with the use of e-portfolio for students. In recent years, with the rise of e-learning and using more advanced technologies, multimedia electronic portfolios have replaced traditional paper portfolios.

EMPIRISTIC INSIGHTS FOR THE IMPLEMENTED USE OF THE EPORTFOLIOS The literature on the implementation experiences of adopting e-portfolio in the classroom is discussed only in a few studies. Very few studies work examining the effect of using electronic portfolios (hereafter e-portfolios) for learning about grades, the majority relate to the design and implementation steps. For these reasons we examined the following listed empirical studies concerning the issue of use of e-portfolios in the learning process. Studies were conducted with quantitative or qualitative methods. We believe they will contribute to the clarification of the subject of our research efforts as experiences that we can adjust our educational practice, pointing to their pedagogical value and experience for beginner attempts to implement electronic portfolios in elementary school. Specifically we will try to show the use of e-portfolios with a review of several empirical studies. These studies are the U.S., Asia and Europe.

All information subject to investigations relating to students at higher education institutions.

THE PEDAGOGYCAL VALUE OF THE E-PORTFOLIOS AS AN ALTERNATIVE FOR CHANGES IN THE PEDAGOGYCAL MONITORING OF THE STUDENTS DEVELOPMENT IN THE LOWER GRADES TEACHING

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More attention towards the achievement of students was given after the international symposium on assessing student achievement in 1977, when it was formed and evaluation unit at the Pedagogical Institute. So far this unit realized six projects regarding checking and assessment of student achievement, three of which were of international character, and in the last 5-6 years have been published several works by domestic authors. In his book, Popovski says Professor Risto Gjorgjevski, as a researcher who has studied the problem of subjective adjustment of criteria assessing the general level of knowledge of a particular group. In most schools in our country run school records and a term used for them in recent times is the notion of student portfolios. Often they are paper folders that contain tests, written tests, drawings and similar activities of students. So far the Republic of Macedonia does not meet relevant research problem electronic portfolio and its pedagogical value in the lower grades.

THE UNIVERSITY OPEN (UNITED KINGDOM) In a study by Mason e-portfolios are used as a tool in the online course.

At the end of the course, students deliver their portfolios to an instructor portfolios, which involved their tasks and reflections. When students finish the course, Mason and the coworkers analyzed each e-portfolio and interviewed pupils. The result of the study showed that the use of eportfolio can not only help students to understand the core ideas of the course, but also to strengthen the impressions received in class.

NATIONAL UNIVERSITY FOR TECHNOLOGY TAYPEY (TAIWAN) The study Chang was built web-based system for student

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portfolio, where participants used the system to create individualized portfolios during the process of learning in a traditional classroom. Of these also was asked to review and self. At the end of the course, Chang conducted the survey questionnaire for research in the form of self-report of satisfaction of students and their opinions regarding the use of eportfolio. The result showed that most students believe that e-portfolios are a kind of like scaffolding or tool that helps you understand more clearly the curriculum. Many students also reported that in reviewing their eportfolios, feedback can greatly help to goe upgrading the quality of materials in electronic portfolios.

BASHKENT UNIVERSITY (TURKEY) The study Gulbahar and Tinmaz, teachers from elementary school, it is a project that supports learning using e-portfolios included as a tool in the natural school environment in order to assess the learning outcomes of students. Weekly assignments, students are led to the final product. At the end of the course, students combine all weekly assignments in electronic portfolios that affect their benefits from the learning process. When students have finished the course, teachers from lower grades interviewed each participant and surveyed the satisfaction of each student. The result showed that the implementation of eportfolio in the classroom is to help students to gain more knowledge about the course content.

UNIVERSITY IN QUEBEC, MONTREAL (CANADA) In a study by Peters and his associates, participants were teachers who had used their service. Before completion of education programs, students developed personal eportfolios. Then conducted research which behaved the utility of e-portfolio.

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Students send e-portfolio in electronic editions of the online discussion forum.

The result of the study showed that eportfolios can help students to develop computer skills and to develop their confidence achievements.

Most students also reported that e-portfolios are valuable resources for learning and provide opportunities to explore their individual strengths and weaknesses through self-evaluation process as a reflective process.

QUEENSLAND UNIVERSITY FOR TECHNOLOGY (AUSTRALIA) Since the e-portfolio system was set out on campus for technological innovation, one assistant and his colleagues began evaluating the implementation process through surveys, interviews, and observations.

The study showed that it could strengthen the selfreflexions, learning students.

Moreover, from the perspective of faculty, several instructors announced that e-portfolio system encourages students to identify their strengths and weaknesses during the learning process.

POLYTECHINICAL INSTITUTE AND STATE UNIVERSITY VIRGINIA (USA) The study Hikers, assistant professor of communication studies and Marlena Preston, Ph.D., professor and researcher in the field of pedagogy and technology communications, the adoption and use of e-portfolio were investigated by two focus groups. Some of the students in some classes use traditional notebooks with spirals to create traditional paper portfolios, while others tried to make e-portfolio system based on multimedia. At the end of the semester, Hikers and Preston have surveyed course participants that integrate paper portfolios or e-portfolio into the curriculum. The result showed

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that students who integrated eportfolio learning process recognizing the self-evaluation process as a benefit for them and developing critical thinking about course content. Also eportfolios were more practical and for the ease offered by information technology, specifically e-portfolio users with more gladly shared their products with faculty and friends.

UNIVERSITY SETON (USA) In a study by Roberta Devlin Scherer Professor of this University, was directed at the development of CV (autobiographical notes), and instructions for it. It focused on the best methods and estimates the last three years and investigated the effects of the use of games in the classroom along with her colleagues, and 15 students who voluntarily appeared to create web-based eportfolios. After the construction of eportfolios, Devlin has surveyed students on opinions about the value and ways of using e-portfolios.

Moreover, had rubric for evaluating the content of e-portfolios for the quality of the communications, the depth of the reflections, to demonstrate organizational skills, the use of creative teaching and its principles, and the level of difficulty. The result of the study showed that the quality of eportfolios are not concerned only students' academic credits earned in courses in computer technology, but also the degree of student learning. In other words, the computer skills of the creator and educational background did not influence the quality of eportfolios, but e-portfolio affect the breadth and depth of acquired knowledge. On the other hand found that although students felt that selfevaluation and reflection encourages their learning, Devlin Scherer and colleagues. found that students need to learn how to create high quality content, rather than simply relying on shallow descriptions.

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THE UNIVERSITY IN FLORIDA(USA) In order to understand the use of e-portfolios in the classroom, Ringo, president of the teachers association and Mary Photina assistant association of educators in Florida, did interviews, online surveys, analyzes the content of e-portfolios to examine the impact of e-portfolios on student learning. Participants were students from pre-school teachers, who are part of the education programs developed personal e-portfolios. Research from the study showed that e-portfolios not only encouraged students to practice skills for making decisions such as selection of the best artifacts, but also offered assistance to students in transferring classroom learning, such pragmatism in learning theories practice. Each student reported that he was involved in collaborative learning through the development of eportfolios (ie, feedback from a classmate). Ring and Photina believe that the value of e-portfolios consist in facilitating the cooperation between students and strengthen confidence in decision making.

THE UNIVERSITY IN ALSTER (IRELAND) The study Meknair and Marshall, lecturer at the University of Ireland, together with teachers developed e-portfolios during the first year as qualified teachers. After six months, and Marshall Meknair compiled interviews to obtain dlabochinsnki information about the impact of e-portfolio based teaching.

The result showed that developing eportfolios help teachers to increase their confidence acquired skills to information technology, and even sharpen their teaching skills through reflecting process. Several participants said that e-portfolios allow them to build teachings ranging from beginning to end.

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THE UNIVERSITY IN INDIANA, INDIANAPOLIS (USA) When system e-portfolio, called ePort, was fully implemented on campus, Hamilton, professor of this university, tried to investigate the impact of e-portfolios on student learning. In study after students organize their artifacts, research, reflections and innovations were integrated in 1313 e-portfolio system, part of ICT in education. Instructors assigned tasks for writing selfevaluation based on certain rules. At the end of the semester, students were interviewed about their views on e-portfolio use. The result showed that self-evaluation can not only improve the critical thinking of students, but also to a greater understanding of what was learned. Most students said that although writing as reflective selfevaluation was a daunting task the first time, they gradually understood that self-evaluation to deepen their learning by articulated links.

THE CONTENT OF THE EPORTFOLIO There are controversies in Western countries around the questions: Who decides what it should be contained in the portfolio? What pieces of evidence are mandatory and which are optional? Who is he who selects?

When, how, who and how often revises portfolio?

Alternatively students can themselves choose the contents of their portfolios.

It is advisable to form a team of teachers together to determine what content will be an integral part of the electronic portfolio. The team may be the level of active or all class teachers or all teachers in school. The team must make decisions about the definition of: content, procedures for completing the portfolio and evaluating it. Sometimes however, the teacher can make the selection alone (in smaller units), and together with the student. In other cases, education

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authorities may specify the contents of the electronic portfolio for evaluation of student achievement or standards for monitoring. Defining the content design of the portfolio previously associated with the necessary evidence to be included in the portfolio. It is advisable to include almost everything that is made by the student and any information which the teacher observes the student.

Appreciate that the question of whether to be embedded content from the curriculum, or only certain parts and which parts need to decide teams of departmental teachers in collaboration with subject teachers.

What evidence and to what amount should include electronic portfolio that will be collected as the positive works, the best papers or both types and will have specific terms of selection and viewing the contents of the book already mentioned earlier can opt teams of teachers and students. In the selection of content you need more attention be directed toward student learning and its self-evaluation.

TASKS OF THE E-PORTFOLIO IN THE EDUCATION Depending on the creativity of teachers, subject area and the needs of the student, different types of tasks that can serve the needs of the teacher, may be included in the e-portfolio. According to Helen Barrett one of the main tasks of the electronic portfolio is: - To show the scope of work of the student; - To provide necessary information about individual student progress and overall departmental activities; - To enable students to assess their own works and to recognize mistakes, while you gain the life skill of looking at their abilities to learn; - To enable students to be trained for basic self-evaluation of quality and their own future achievements; - To enable students to integrate

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instruction and assessments received from teachers.

Depending on the creativity of teachers, subject area and the needs of the student, different types of tasks that can serve the needs of the teacher, may be included in the e-portfolio. According to Helen Barrett one of the main tasks of the electronic portfolio is: To show the scope of work of the student; - To provide necessary information about individual student progress and overall departmental activities; - To enable students to assess their own works and to recognize mistakes, while you gain the life skill of looking at their abilities to learn; - To enable students to be trained for basic self-evaluation of quality and their own future achievements; - To enable students to integrate instruction and assessments received from teachers.

The primary task of the teachers before the implementation of electronic portfolio is that they clarify the purpose of the electronic portfolio, because identification of the contents of electronic portfolio along with the criteria and guidelines to assist the student in selecting the works that will engage them. Specify the goals and outcomes will be measured accordingly. Things to consider before implementation of the required content if there are some skills that can not engage in electronic portfolio. The experiences of some schools in the U.S., show that students using the electronic portfolio learn how to monitor their own development and simultaneously self-evaluation by thinking about their work and selected material. "Every student has" own "their work. E-portfolio becomes a repository for development thinking, ideas, growth and achievements of the student. " THE PEDAGOGYCAL VALUE OF THE E-PORTFOLIO IN THE LOWER GRADES TEACHING

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Pedagogical value of electronic portfolio stems from its basic purpose of monitoring the daily progress of the student, and to encourage students to look back and think about their own learning. According to the analyzed studies implemented in its educational program can be used towards implementing e-portfolio and lower classes.

We can E-portfolio to focus on the development process of the student and to provide evidence of formative monitoring or data development work of the student, specifically to present the breadth and depth of individual student achievement in elementary school, while it is electronic form of a collection of activities of students, where you can implement photos, scanned and hand written texts, drawings, ideas and revisions, and movies from digital or video camera, finished products, completed essays, homework, control and thematic tasks , audio recordings, reading, singing, having a power transmission of attitudes and abilities that can be useful evidence for evaluating.

Work students have produced during the daily work in the classroom can provide important evidence of their learning will be a function of evaluation.

Artifacts and projects arising from the work in the classroom, you can store photos in electronic portfolios; they can provide a central and complete picture of the achievements of a student.

With e-portfolios students still in elementary school can develop selfawareness of their role in efforts to achieve a higher level of knowledge, and to adopt measures of accountability for their own learning, reflect on their development and efforts to improve own performance. It is understood that teachers of younger age structure of the students will assist in the technical part of keeping electronic portfolio, but children will be those who will choose which drawing can be scanned or that their activity can be entered into

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electronic portfolio. They must not be ashamed of their actions, but should be proud of their achievements.

Every student, even those who have less advanced student paper that likes to boast. The electronic portfolio offers an opportunity for presentation of the activities of the students before their parents, parents' meetings, where both in their presentation will develop skills for self-evaluation. Because age and lack of computer skills should not restrict students at a younger age in using this powerful tool that is increasingly in the modern world is used as a tool for lifelong learning. The process involves collaboration student, teacher, parent.

Pedagogical value of electronic portfolios in grades is in a position that offers the aspect of the formative and summative assessment in education.

From the perspective of the student, this is a portfolio can contain work selected by the student, which is periodic reflection to himself through selfevaluation has the opportunity to become an inseparable part of the process of evaluating and monitoring the achievement of students with eportfolios. However, using these eportfolios can be evaluated achievements and presentation where all students jointly involved can make a comparison of their work after a particular activity, project or similar task.

From the perspective of teacher eportfolios are a great tool for the purpose of evaluation and the emphasis may be placed on descriptive assessment.

Teacher with students can bring criteria according to which elements and appropriate methods will be evaluated.

The teacher can decide whether it should include some other information that will be necessary to understand the maturation and progress of pupils from lower grades, for example: notes from a conversation recorded audio records of student progress in reading, results from normal checks and instructional sheets, written tests and other forms of proof of the learning process, recordings of

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activities of the student. We believe that great pedagogical value of the electronic portfolio in grades for students and for teachers and parents, it can provide current and detailed information about student learning, and at the same time can provide a broader overview of the performance of student and quality of his school activities.

Electronic portfolios are successfully used in several U.S. school areas where joint portfolio elements were selected at the district. In some schools, portfolios were individualized and standardized, the students were given freedom to select key parts / pieces of his work and to write reflective comments about their growth in literacy, but teachers and students were asked to take common measures for each result of learning.

This approach preserved the control had the teacher and student in the process, but also allowed and comparison that can be made between themes.

Evaluation procedures are developed for common elements so that the results of the students could confidentially to compare.

Pedagogical value of the electronic portfolio we can point out because of the possibility of two uses of e-portfolio (portfolio learning and portfolio evaluation) that are interconnected. In the area of learning are scanned, audio, or video content that you can see they know students from all educational areas, while the section on evaluation, students with their own descriptive notes can Self-evaluate, to innovate own mistakes and set goals to be achieved for a period, thereby responding to the following questions: -What I learned from this whole subject; What was good in my learning process;  Why did you chose exactly those activities; What I want (need) to improve the learning process; How I felt when I presented my knowledge and my skills;

Марина Василева

What parts of my topic were difficult to master. The relationship of learning and selfevaluation and self-set goals by students can help the development of successful learning. We estimate that the process of self-evaluation is an important component that will help students to demonstrate learning easier to gain the environmental art of self-evaluation and involve more in the processes of evaluation in education. In this purpose should be clearly defined and set by the precise criteria for evaluation. These goals will represent a kind guide by which you select and evaluate works of students who are part of the portfolio.

When setting goals every teacher should have in mind the question: What should students learn during this quarter, semester or school year? ".

We should mention that the literature suggests that the pedagogical value of e-portfolio creates the possibility for it to be: tool for evaluating document achievement of standards (model of eportfolios, for assessment) tool for profound learning in the form of a digital story for each student (constructivist model - Process e-portfolio); tool for lifelong learning, such as digital extensions which emphasize competence of students to show their best activities - Works (later marketing / employment portfolio).

These models are often in philosophical conflict with each other.

While teachers often carried paper folders - portfolio assessment, students usually see this kind of portfolio as something "done to them" and not something they want to maintain as a lifelong learning tool. The electronic portfolio should be the true story of learning that should be owned by the learner, structured by the student and teacher, and to be the voice of the student (literally and rhetorically).

Barton and Collins say, "the first and most significant act of portfolio preparation for adoption of goals for the portfolio." Teachers in Macedonia

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should determine what their goals in creating an electronic portfolio: Support the ongoing learning / professional development;  Support the summative, formative assessment and evaluation;  To support the transition from lower to upper classes / enrollment in secondary school / market and employment; These are the three main goals for portfolios. and they are all different and require different types of technological tools. Electronic portfolios for learning can be supported very nicely with web log environment ("blogs"), while eportfolios for assessment requires a set of standards as links to the artifacts, with feedback or confirmation.

Many of the solutions for e-portfolios for assessment, which are set at a certain place in most schools were primarily focused on the needs of administrators evaluating data about positivist model. In the name of accountability are losing a powerful tool to support the profound learning.

Pedagogical value of the portfolios is to foster critical thinking and collaboration between student, teacher and parents. It is a system that supports multiple needs of all subjects related to education and upbringing and the users and suppliers.

According to Gina Otto monitoring of student portfolio offers three interrelated systems: - archive of student papers; Assessment System for document management and compliance standards;  author environment where students can construct their own electronic portfolios and thinking, digital stories of learning (see earlier discussion on this balanced model).

We believe that using technology can be a motivating factor for portfolios, especially if we can adapt the technology for students and give them an opportunity to express their own voice in their portfolios. There is a rich heritage in K-12 portfolio literature and

Марина Василева

can learn a lot from reading the paper portfolios. As adult learners, we have much to learn from children. In his book, The Power of Portfolios, Elizabeth Hebert, director of the school "Crow Island" in Vinetika, Illinois, tells a story of growth portfolios in her school, during the last decade. Her approach to portfolios focuses on student property portfolio: -Children organized portfolio;  Teachers and children organized portfolio;  Portfolio Progress;  Web portfolio or portfolio of achievements;  Teachers-organized portfolio or program portfolio;  Collection of the work of the child;  Folder of the work of the child; Hebert talk about the purpose of the book: "If we can begin to realize that the primary purpose of the portfolio is to provide every child the opportunity to grow and demonstrate competence in telling the story of learning, then the door is open for the child to assume ownership." In Hebert’s portfolios in the student center. Outlook really showed differences between using the portfolio assessment of learning (high risk model assessment) and using portfolios for self-assessment of their attainment (as a tool brings self-awareness and selfawareness).

THE PEDAGOGYCAL VALUE OF THE E-PORTFOLIO OF ASPECT OF ASSESSMENT Teachers to ensure authenticity and full picture of the capabilities of students and their achievements today use different procedures and methods, seeking evaluation of students to present transparent and real to overcome traditional ways of testing.

The complexity of the assessment procedure, required to make important decisions about the decision which method of assessment provides the

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best measurement evidence and how they can provide tangible information and resources, and thereby help and influence in shaping the final conclusive assessments to tell the parents to explain the principles on which it is based on their method of assessment, and to present concrete evidence of their record of progress and achievements of students.

The introduction of descriptive assessment does not eradicate the differences and actual subjectivities present in teachers. Among the teachers of the same school, reluctantly, because different criteria (mismatch) and different valuation pokazhanoto knowledge differently evaluate student achievement.

Pedagogical public is aware of the differences that exist between teachers in the level of knowledge and knowledge of new methods for evaluation, even in their basic beliefs about education in general.

We believe that e-portfolio offers an alternative to continuous monitoring of student achievement, an opportunity that does not put emphasis only on one approach or process evaluation will be kept in paper form as proof, but offers the opportunity to get the most comprehensive picture of the achievements one student. If a teacher fit a wider range of information about student stores in electronic form, concluding assessment would clearly present and communicate what a student knows and can. The quality of the collected-stored information will be of equal quality or impartiality of the assessment.

Our analysis of literature which speaks for evaluation using the electronic portfolio, show that it is a process through which students spend from the beginning to the end of the school year, grade classroom, a process that needs to learn to samoocenuvaat and to set goals for their own learning. In schools where implemented eportfolio, students actively participated

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in the evaluation using the electronic portfolio by selecting a sample of their best activities that are saved in their electronic portfolio. This kind of selection of their student products possible for them to develop critical review of their work and making judgments. Many things in life depend on measurement standards of quality.

Based on certain standards and criteria are evaluated materials from wood, eggs are classified, assessed Olympic athletes, etc.

E-portfolio as a process it shows the personal development and showed significant improvement in learning throughout the school year. Certain improvements, the success of the student could still be below the expected level for the department in which it is located, but given that the assessment by means of electronic portfolio was only one component of a balanced program of assessment, the teacher's duty was to be open to parents and students regarding the assessment of developmental level of the student in relation to how students successfully meet the expectations tied to that level. The electronic portfolio was one of the most compelling means of less successful students and their parents gave hope for future combat. It offered concrete evidence that the student move toward desired goals and permitted through self-assessment and setting their own targets student becomes aware of the direction that should be followed to achieve those results.

Assessment using the electronic portfolio has offered the student, teacher and parent confirmation of student achievement. To choose his best work, the student must develop specific criteria and recognized learning, to produce evidence of what he learned (sample paper) and to evaluate their own work bringing judgment based on criteria.

The next step in evaluating the student using the e-portfolio is to set new

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goals for learning based on the progress shown by samples of activities in the electronic portfolio. It was a foundation that teachers, students and parents can use to talk about developing a plan of action as a student to help them achieve new objectives.

"The electronic portfolio very reminiscent of the puzzle that more parts are placed to the right place, the picture becomes clearer .. The greater the variety of techniques for assessment, the teacher knows better students and their abilities. According Sirli Dejl Izli and Kej Micel, techniques of assessment must match the techniques of learning."

According to them the success of the student about the various skills and knowledge can best be assessed and evaluated by appropriate means of assessment. As an example, the authors point out, that manipulative activities and drawing can be checked mathematical skills, but reading with audio and video, stored in electronic form can best be observed by comparison, how student progress for some time. Camcorder - monitoring activity for them is the best way of recording student achievement. While the student is engaged with a specific task, the recording can be saved and included anecdotal notes, his active participation in interviews, meetings, listening and analyzing its responses or participation in dialogues and discussions in the group, recording their behavior. Systematization in memorizing the activities of students, the authors argue, will turn observations into effective and successful pedagogical monitoring of the progress of students.

How useful advice addressed to teachers that oriented monitoring is more effective if planned in advance that students will observe and what you want to measure the specific observation. So after you define the purpose of observation, teachers need

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to tell students what to do and details to describe what intentions they have.

If teachers want to write notes, you should prepare a notebook in which each student will have a separate space for recording. When marking needs to be written detailed with rich description. Starting to write the date of observation. Monitoring should be evenly deployed throughout every hour. Each student can be observed after five minutes. Each day during the regular activities observe one or two students, the authors advise, monitor one or two students during individual and group activities.

According Blum taxonomy, the highest level of thinking includes creation, maintenance and practical application of the sum of external and internal criteria. It is these skills are necessary for students to become good self evaluators. Those are skills that can be learned. Even preschool children can learn how to recognize and understand what it is that makes one thing better than the other. Students can learn how to adequately respond to their work and can gain insight into their own learning and insights that will be accurate as students progress in their learning process. If students engage in self and following the own progress through the education when you get out of school will have a high level of ability in these skills, the authors consider Sirli Dejl Izli and Kej Micel.

THE PEDAGOGYCAL VALUE OF THE E-PORTFOLIO OF ASPECT OF RUNNING A PEDAGOGICAL DOCUMENTATION Organizing and managing pedagogical documentation as a cohesive and efficient system overall education of students may seem like an impossible task. There is a wide range of existing information throughout the school year, teachers and school teacher consistently monitored, measured,

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checked, assessed and evaluated as components of knowledge, abilities, skills, social and emotional development, educational aspects, interests and attitudes, working and hygiene habits, health and physical development, objective conditions in which they live and work pupils totality of student achievement in grades.

Teaching practice shows that the information from pedagogical records and documentation that get students and parents are poor and give a limited picture capabilities and levels of success for a student.

Simultaneously, many realizators of teaching practice, recognizing that such information these results came too late to be able to be used in the totality of planning the curriculum or teaching process.

However, the need for a different approach in guiding pedagogical documentation and tracking pupils' progress and evaluation of their achievements early felt and initiated changes teachers. We are witnessing the project e-diary and EMIS program of the Ministry of Education and Science. Namely change and enrich the type of running pedagogical documentation for students.

Just what was necessary became apparent that the inovative teaching practice, the implementation of ICT in teaching, teaching and knowledge, does not correspond to the changed attitude towards learning, teaching and knowledge, ie the changed educational (teaching) strategy planning, organizing and conducting teaching process. The aforementioned changes in curriculum and organization of teaching in our study were the first serious practical impulse to start the development and implementation of concepts for evaluating student achievement in the function of learning and development of each student individually to run an e-portfolio.

Comprehensiveness of pedagogical

Марина Василева

monitoring is crucial and integral part in the educational activity, and the results of ongoing monitoring is very important basis for future planning.

Therefore we believe that today's technology allows us to try to reduce these unprecedented subjectivities, and the basic concept that offers the accession to every student, regardless of his modest and withdrawn nature, be subject to monitoring and individual accession to his education by constantly adding new moments that illuminate its authenticity as a person.

At the same time opens the possibility of overcoming the present subjectivity of teachers in assessment and subjective approach, harmonization of the necessary knowledge in urban and rural regions.

ADVANTAGES AND DISADVANTAGES OF E - PORTFOLIO E-portfolios offer many advantages compared to paper, but they in some sense limited by the level of ICT skills for the needs to add multimedia to facilitate sharing of e-portfolio.

According to reading the literature and Internet research, learning based on eportfolio is increasingly being implemented in many educational and professional contexts of learning throughout the world in order to monitor the professional development of pupils / students. E-portfolio is usually described as a collection of the work and achievements of students during their academic career. In medical education and related areas, in particular, e-portfolio is used as an instrument to stimulate the professional development of students, the author of the book "The impact of the portfolio as a medium" (Shakladi, Dornan & Drizen, 2007).

In today's highly digitized world is not unexpected to observe the increasing use of ICT in higher education. For

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years, the portfolio also moving in this direction, but there was a real and noticeable change from using paper portfolios to using e-portfolios. When for the first time in the educational process were introduced e-portfolios, the choice was mostly electronic and online version, or basic written portfolios are replacing digital cite Barlet iSheri and Woodward and Bablohi, taught at Woodward Communications Center in 2004 Although electronic portfolios are used more frequently in higher education, little attention was paid to them compared with paper.

Current research on electronic portfolios mainly focuse on the specific features of e-portfolios. Drizen and colleagues recommend 'When moved from paper to digital portfolio option, you must make sure that your original goals for the portfolio are not lost. " In other words, electronic portfolios and paper portfolios should be compared because of their common potential, such as support for self-reflection, preferably in a similar natural setting.

Drizen and colleagues. (2007), according to one study concluded that creating an electronic portfolio, or webbased portfolio increases student motivation and the electronic portfolio is easier to use for teacher. Also found that e-portfolio provides the same content and paper quality variations.

Also showed that students spent significantly more time in preparing an electronic portfolio of paper.

However, their questions about the perception of students focused on the overall experience of students and their measurement of quality of evidence and content was based on content analysis. This study focused on perceptions students have support for their e-portfolio because they yielded to think independently. Student perspective was important, because the student perception of learning, greatly influenced and was influenced by the way students managed to work

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in the natural - the environment that influenced and based their learning.

Self-evaluation was an essential prerequisite for the professional development of medical students, because it helped students "to become aware of their mental structure, which is the subject of critical analysis and, if necessary, to restructure." Thus, in order to monitor their own learning process and gain insight into their strengths and weaknesses, future doctors had to be able to think and analyze at a higher level. Previous research in general medicine, showed that working with eportfolios do not always stimulate self reflexion According Pearson and Hejvud, authors of the file e-portfolio for medical students in 2004. Process of self-reflection for professional development of students seeking support. This is confirmed by the study of Pearson and Hejvud (2004), which showed that successful self-reflection will not happen without the encouragement of teacher or mentor, giving a vital role.

The literature that analyzed, see that there are many educators who advocate the use of portfolios in education by students and by teachers. Empirical research indicates a poor indicator of the effect of using e-portfolios in elementary school. Our analyzes detected limited resources to focus more on developing the electronic portfolio in terms of guidelines for appropriate solutions and ready-made software programs to use than the useful information about the pedagogical value of (K-12) student e-portfolios in elementary school classroom. From reading the literature we can discern a number of accepted targets for e-portfolios, for example, accept portfolios as teaching strategy.

E-portfolio have to be investigated as a development process in student achievement, more reasoned eportfolio as a means for final

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evaluation: a means to support a picture that provides students understand their own learning and provide richer picture of student work; documents over time indicate the progress of the student.

Artists keep their e-portfolios for years, often using his collection require further work, or simply to show their art. It is useful to note, however, that the artist's portfolio usually includes only their best work.

We can find that e-portfolio documenting a comprehensive picture of what the student rather than a plan for what may be in the future.

Conversely, paper portfolio contains work that the teacher collects, selects, usually it is instructional sheets, written tests or drawings. Critical component of the portfolio is written evaluation of what the teacher decided to evaluate, individual activities of student work (in foreign literature often called "artifacts").

What is complicated in terms of research literature and is in direct connection with e-portfolios in education is the fact that there are many purposes for e-portfolios in education to be met: an e-portfolio where the center is learning or assessment, or employment, or marketing or users to show their best work.

With so many goals for e-portfolios becomes clear that the term "Electronic Portfolio" always beside me there should be an adjective that describes the target. Quite naturallyportfolios in education to focus on the use and experience as a means of evaluating students and e-portfolios that capture the learning process.

Burke, Kay (1997). In his book Designing Professional Portfolios for Change, says that e-portfolios not only take little physical space, but also can carry a lot of information. Paintings, drawings and printed copies can be scanned and saved. Samples reading can be recorded. Working copies of

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the previous school year may also be included.

They note that once students' work is organized, e-portfolios can be enhanced with add-on sound, music, photos, graphics and even video. This is done by easy and remarkable for the student, parent and teacher.

Positive hidden benefit is the fact that e-portfolios also help in the enrichment of computer and technology skills among students and among teachers.

Namely teachers and students will increase their experience in creating, selecting, organizing, editing and evaluating e-portfolios. Students will feel more power by demonstrating, sharing and presenting their eportfolios before their teachers, classmates and parents.

DESIGN OF E-PORTFOLIO

In order to verify the hypothesis set for students, par respectively. Before completing the questionnaires, means that each respondent had a vision for e-portfolio and appreciate that the presentation of the offered e-portfolio was of great benefit for all participants because most of the population parents and students first heard about e-portfolio.

These findings are based on their statements and questions that were asked for additional information and explanations.

SUGGESTED DESIGN OF PORTFOLIO

SOLUTION FOR THE OFFERED E-

Analogically to the subject of research, initially was designed Electronic Portfolio which was developed in Microsoft Power Point program, which is simplest to use in order to allow further development easier. E-portfolio is presented with the LCD projector before the respondents, and then realized the survey.

The first step in creating the electronic

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portfolio was the preparation, ie education for work with the software.

The second step was the planning, preparation and making a plan, as far and where you deploy materials. It was necessary to create a home page, page content of the electronic portfolio to create the background and possible options. To determine how that could be considered electronic portfolio, linear or not.

The third step was setting data,namely,there are only basic information on the cover. We consider that to be the main page where the name and the surname of the student will be written,his picture,school’s name,the teacher and the location. The right side has links to pages "reminder for September," "first quarter", "second quarter", "first half" "first quarter of the second half" and "end of school year"; This page is the basis on which you are made future portfolios. See Figure No. 1.

PICTUREno1.

Then we created the links they lead to achievement in grade I, II grade, III grade, IV grade V grade PICTURE no.2.

Thereby we offered the opportunity to include drawings, graphs, tables and add texts. Have set up links for more detailed information from previous

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sections, the areas and contents offered on the home page. Memorize the Electronic Portfolio.

The fourth step was creating individual portfolios for each student, while standing feature of the sample that is ready to open a new sample is made and entered information text, sounds, images, scanned drawings and videos.

The program Microsoft Power Point offered possibilities to include: • multimedia presentations: parts made projects, packages, presentations, recorded voices, recorded speech interview, reading, music records, school photo album, parts of the school newspaper, scanned images and documents, drawings, etc.; • graphics: animations, sounds, maps of the local community and the city where you live, tables; • Video files: video recordings of scientific study tours, visits to museums and cultural and historical places, active recreation, parent meetings, etc.; Carefully choose the background color of the pages of the portfolio to be harmonious and appropriate levels of students.

Each page is enriched with children's drawings, animations and plain text, and movement through electronic portfolio is the same sign (arrow) forward, back.

Each page has a link sign (house), which returns to the initial menu to the main (content) side through all the pages. The offered scheme allows users to reach the desired location quickly and easily. Links can be distinguished without difficulty. Written text is comprehensible.

Then conducted a survey of students, parents and teachers in order to determine the basic parameters that indicate their attitudes and opinions.

CONTENTS IN E-PORTFOLIO Creating the design and content of e-portfolio is a very complex process that requires the teacher before starting the activities have a clear picture on how to collect evidence about a way of

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inserting files for diagnosing the level of student achievement, formative monitoring and sumative evaluation method of independently demonstrating the achievements of the student, a way of showing the achievement of goals, a way of showing the process of personal progress of the student and his reflective learning.

The process of creating e-portfolio started creating contents elements required for each student and we believe there will be the basis on which we will develop individual student portfolios. It is prepared in Microsoft Power Point program and consists of several pages: Home page and the previous sections (see Figure 1 and No. 2), followed by the contents of the areas that follow, which clearly indicates how to reach the desired content "for me and my health," " reading "" writing "," Mathematics "," nature and society "," Music Education "," physical and health education "," art education "," English "," free choice "," parenting "," notes from the teacher "and links to them;

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We created pages that you can insert images from scanned or recorded of the students from many educational areas and content that will insert an evidence of their learning for directed area.

Create a page where you write answers to the following questions: What I learned from this whole topic?; What was good in my learning process?: Why did you choose exactly those activities?; What I want (need) to improve the learning process?; how I felt when I presented my knowledge and my skills?: What parts of my topic were difficult to master?

PICTURE no.7

PICTURE no.5.

Slu{ni me

Vidi me N apr ed

By introduction (see Figure No. 3.) With written text intended for parents and readers who reviewed the portfolio in order to know the purpose of eportfolio.

Pages scanned, recorded activities of the student from each area; PICTURE no.6

Што научив од оваа тематска целина? Што беше добро во мојот процес на учење? Зошто ги избрав токму тие активности? Што сакам(треба) да подобрам во процесот на учење? Како се чувствував кога го презентирав моето знаење и моите вештини? Кои делови од темата ми беа тешки за совладување?

Po~eto k

E-portfolio, has created an opportunity to subject that teaches students to be able to contain not only scanned written assignments, but different solutions to tasks with accompanying comments on student's own development process, and audio of reading and correct pronunciation of Words. Preset different solutions and comments will offer the best range of activities and examples of each

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student.

The book created a section where the teacher will have seen their notes for the student, examples from observations of teacher comments on certain student papers, current notes or details of a conversation with a parent. These observations range from the most common and unplanned to detailed written notes or consultative observations.

PICTURE no.8.

U~enikot . . .poka`uva osoben interes

Po ~eto k

Z abel e{ ka od r odi t el i t e: Video zapis od prezentacija na roditelski sostanok

Марина Василева

Besides the ability to track student success in teaching all subjects individually, dynamic success in speed reading, student homework for items, text written works, works of students from the area of written stories, songs, art works, musical works, success foreign language skills of communications, electronic portfolio offers the opportunity to monitor counseling with parents, parental remarks, suggestions, criticisms and advice, information from parents' meetings, created a section in the eportfolio to monitor health and physical development , checks and measurements, weight, height, disorders of different nature (vision, hearing, illnesses, surgeries, etc..), hygiene habits, received vaccinations, checkups, data for the teacher who runs the portfolio in order to ensure accountability for teachers who made the record on which to evaluate the progress of students from lower grades.

Po ~eto k

In the e-portfolio created part for parent meetings, their observations or video recordings of presentations of students.

Contents are covered for health and physical development.

For this purpose created a section in the eportfolio counselor who will lead his remarks, page physical and health development of the student.

Е-PORTFOLIO IN A PROCESS OF AQUIRING WORKING AND NYGIANIC HABITS In order the e-portfolio to contribute to the development and acquisition of habits among students from lower classes we created a partportfolio gaining work habits.

PICTURE no. 10

PICTURE no.9.

S кенирани документи од редовни лекарски систематски прегледи 2007-2008

N apr ed

Sl i ka, vi deo zapi s od педагогот

N apr ed

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We tried besides storage of educational products to students to put in some habits that as digital portfolio can be a collection of electronic evidence assembled and made by the student as a user, depending on its age and ability. Such electronic evidence despite running text, electronic files, images, multimedia, blog entries, and hyperlinks can be a kind of demonstration of the capabilities of the user and work habits. With its self presentation before classmates, parents or the Internet, they can e-portfolio to maintain dynamically with time, developing their work habits as a liability. E-portfolios can have varying degrees of audience access, so the same portfolio might be used for multiple operations, as can be seen as a type of learning that provides recorded evidence of personal success. Recorded teachings are closely associated with the plan for learning, an indispensable tool used to guide learning Mon individual path in the group according to interest, according to the organization of activities. E-portfolios are collections of student work from a longer period and assume that an authentic form of investigation including his work habits.

We expect the benefits to be developed because we included a set of standard expectations. Patterns are the way to organization in the content of the portfolio and to develop work habits in students.

Given the fact that e-portfolio is based on data, and also document that allows you to follow: general data, personal data, data for mother, father, numerous state of the family, address etc, we continue to provide it permit review process of acquisition and educational practices.

Namely intellectual development, and the possibility of expression of free activities, in affirmation and outside school activities, participation in shows, events, physical and sports

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activities in and outside school, keeping notes on the development and establishment of special interests and preferences from the first day of school , offers each student according to their ability to pursue selfimprovement in every aspect of the development of his personality and thus to improve educational practices that would aspired to improve the overall range of factors affecting the development of educational area that is close and that success would be practiced in the future.

E-portfolio offers anecdotal remarks about moral properties ie traits of character, temperament, educational habits, punctuality, responsibility, empathy, self-evaluation activities, social development, collaboration with students, their acceptance, sociogram, emotional development, joyful sad, vacillating, aggressive, anxious, fearful, (pursued by notes from the teacher and counselor, as well as remarks from the students about themselves).

As an idea portfolio deserves an organized and methodical approach pre-built design, determination of content elements and its analysis as an important prerequisite for quality implementation and serious step towards modernization of evaluation in educational practice. Е-PORTFOLIO IN THE OF SELF-WORTH

PROCESS

Innovative changes in selfevaluation of students and analyzing the opinions of respondents helped us to check the setting hypothesis teachers, parents and students believe that e-portfolio will contribute to the active involvement of students in the process of self-worth, and conducted surveys of students, parents and teachers in order to determine the basic parameters that indicate their attitudes and opinions.

In the past, teaching practice is

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founded on the belief that education is a bunch of knowledge and skills that students must adopt and reproduce.

The task of teachers was to impart knowledge to those students who had the role of passive listeners. Since the students are expected to learn a chest and then according to standards or went to the next grade and again heard the same school year, or repeated. In recent years changed the understanding of the process of evaluation of student achievement and the role of self-evaluation. After the independence of the Republic of Macedonia as an independent sovereign state, particular emphasis is placed on education of new teaching methods and learning techniques, practice seminars to assess which particular emphasis is given to selfevaluation of the student.

It encourages students to learn more motivated by immediate exploration and active observation, conceptual understanding, problem solving, use of various learning resources to teach with the cooperation and activities in groups, to participate actively in the learning process . The essence of the changed attitudes consists in learning to "real life", ie the authentic goals of education that are "individual development in conformity with their predispositions and adult characteristics to understand and adopt knowledge and skills of nature, society and man and trained for their application in life and further education, to develop a sense of responsibility, truth, meaning the labor of man, sense of beauty, cultural traditions and awareness of belonging to the Republic of Macedonia, and to respect and comply with civil rights and obligations ".

Through the evaluation using the eportfolio students have the opportunity to learn how to self assess their work.

Process that takes place while the eportfolio with the teacher provides meaningful experience and opportunity

Марина Василева

to set standards for evaluating their own work in relation to certain criteria.

If students from an early age, from year to year, participate in determining the criteria that match the high standards of education and learn to measure their own achievements and progress according to those standards. will gain an important life skill: the ability of self-worth.

THE TEACHERS AND PARENTS OPINIONS ABOUT THE INFLUENCE OF E-PORTFOLIOIN THE OVER PASS OF THE SUBJECTIVE FACTORS IN EVALUATION Starting from the fact that e-portfolio can be a target collection of student papers that show his effort, progress and success, and the content offered testimony to student abilities and developmental stages, not interested in fact if you can overcome the subjective factor in assessing the achievement of students by teachers in implementing e-portfolio.

In the created e-portfolio offered criteria for assessment to be a kind of authentic form which allows students before being surprised with perhaps low grades, have insight on the reason for the height of the assessment by adopting the criteria against which to be evaluated and within this process students learn to make decisions about their own learning based on certain standards and to set goals for the future.

Descriptive assessment in grades include students from first to third grade, the nine-year education.

Combined descriptive and sumative numerically assess students in fourth and fifth grade. But despite record scores of teachers with written word yet according to the statements of a number of teachers is still present subjectivity. Many factors affect the consciousness of the teacher at the time of his decision during the evaluation by means of oral interviews, tests, projects, experiments, presentations, artistic written

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expression and written assignments.

Tests usually prepare teachers themselves or use of additional tests Working notebooks that go as auxiliary materials with textbooks. All these enumerated components of the evaluation of student achievement are very important elements in the process of checking understanding of ideas, actually give the necessary information for future work. Numerous authors suggest that when teachers create these tools for evaluation, you should bear in mind that the type of questions, have a major influence on the performance evaluation process and its outcome. The quality of questions, directly depends on the quality of answers.

PEDAGOGYCAL VALUE OF E-PORTFOLIO TO CONTINUOS MONITORING OF STUDENTS ACHIEVEMENTS The new wave that encompasses education and our environment his majesty "computer" getting safe in all school facilities. Moment that delighted that not only in individual segments of our society to develop computer expertise, but present a vision that will incorporate computers and Internet as tools that everyone can learn, not only during school, but for the rest our life and interest of teachers asserts.

The text that follows is seen propositions and opinions of teachers in schools and listed many items that can be monitored with electronic portfolio, including continuous monitoring, "The electronic portfolio students will be much better monitored their thing", "will increase the quality of assessment, "I believe that will affect children because they will try to show greater success," "You will have opportunities to improve learning and behavior and habits," for student electronic portfolio will try to show greater success and better outcomes (diligence) ", self-worth, improved

Марина Василева

attitude towards learning and behavior," Pedagogical value of the electronic portfolio is good because it is all data on student and have access to only those students who wish to have. " One teacher wrote, "I pedagogic value I see an easier way of understanding the curricula and recognition of their achievements," I think it's time to stop manually write in the diary and e-portfolio in this age of computerization certainly has great pedagogical value "," Not one place a complete picture of student follow the student from the outset, evaluation and self-worth, develop critical and self-criticism, more realistic valuation, "Collectively consideration by students for student achievement and their work progress and shortcomings in the process the development of teaching. " SUGGESTIONS FOR IMPLEMENTATION OF RESEARCH

RESULTS

The challenge is to find pedagogical strategy for e-portfolio that meets the needs of students in lower grades as to support profound learning, and educational institutions to provide necessary information about the pedagogical value of e-portfolio.

State school institutions in Macedonia should be sure that students meet collectively and realized objectives of the National Curriculum program. The process of audit, inspection, requires submission of data in determining the quality and quantity of acquired knowledge, the effectiveness of the school, and continuous improvement.

We will try to make a proposal for implementation of our research results with specific directions how to create and implement a software system for school facilities that will have particular responsibility, without losing the power and the power of the portfolio as a central tool of student life learning and professional development. Interesting challenge to all teachers today is how

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do we teach students to use technology when they know more than us, not to enter into the database and change information? How to keep authenticity of e-portfolio process?

How to create a system that is consistent with the basic philosophy of learning, aligned with state and national standards.

We will try to make suggestions as to meet the needs of schools as an institution with valid and reliable data for accreditation and accountability to meet the needs of students for formative assessment, and to give a modest contribution to the effort to improve the educational process pointing the pedagogical value of eportfolio.

In order to give a balanced proposed solution, we must propose a solution that makes it easy for students to maintain their own digital archive of work, where you can memorize a number of examples of her student work and added their personal impressions and observations .

According to informal discussions conducted in June-July 2010. with representatives of the Ministry of Information Society Development Bureau of Education and PEP PEP USAID, the future development of computerization and digitization of education, and implementation of eportfolio, you need to pay attention to the following aspects: Existence of a system for evaluating and monitoring the activities of students and the effects thereof;  Establishing a working group or working as a team of representatives of ministries and responsible institutions and the experts and representatives of civil society and NGOs working in this field.  Introduction of system of certification and reward teachers who successfully introduce and use ICT in teaching, their promotion at school level, and national promotion. According to the Bureau for Educational Development,

Марина Василева

this system of certification and remuneration of teachers is in progress;  Collaboration with local governments for development of digital content from local character, and the development of local base for activities in schools in terms of innovative use of ICT in teaching, developing the ability to connect them, and use of ICT by schools active involvement in the activities of local government.

Among the first steps in creating the electronic portfolio propose to provide the necessary hardware to fix a program that will work to odreduvi design, content, procedures for filing of e-portfolio and evaluate it. Hardware needed to create electronic portfolios: Computer and printer; Digital Camera;  Digital video camera (requires also the video card for PC); Scanner;  USB, CD Rom, DVD or disks;  microphones and headphones; The computer should have a video input and output, and Ram memory larger the better. Epson Stylus DX4050 is the best choice for scanner, printer and copier in one device as a combination. Digital camera with good zoom or focus is a good option that allows the student to record written as zoom, you can make a video clip, or shoot. Digital handheld video camera is a good choice because it can be worn on trips to record an active holiday, the time of recess, lunch break, etc. It can remove images, scanned images, or stored on CD and can be printed. Formats in which electronic portfolio can be stored in USB, CD Rom, DVD or CDs. The Web as HTML, PDF or Word document and other formats such as PowerPoint.

Multimedia software program should be easy to operate, have a quick and easy input for sound, video, and images. To have the opportunity to connect with other programs, has tools

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Педагошката вредност на електронското портфолио во одделенската настава

for drawing with the mouse. Internet is an option that offers electronic portfolio to be published in order to see other teachers, friends, relatives and the whole world.

Software program that can be used to create electronic portfolios is any program that can create a multimedia or web pages that are adaptable for electronic portfolios. Some popular programs are: Claris site (webfolios)  Microsoft Front Page (web folios)  PowerPoint (slideshow portfolios)  Hyper Studio (card stack portfolio) We propose several steps in setting up the basis by which to implement eportfolio in primary schools. E-portfolio can be set at the whole school, or can be realized only by a few teachers.

Specifically for our research we used the following steps by which e-portfolio created in Microsoft PowerPoint: Step1:Select the background of the parties; Step2:Enter text; Step3: Adding images; Step4: Set up links for movement; Step5: Adding sound Step6: Adding video.

With an order book to be an authentic tool based monitoring capabilities and achievements of the student, suggest it to allow flexibility for the teacher giving him focus to assess or measure a specific skill or ability in the student through the following techniques and instruments for data collection that we can easily implement in e-portfolios.

First Interviews with students, teachers and parents; The second Discussions / interactions between teachers and students, recorded speech, reading or dramatization, notes and opinions of students; The third Analyzes the content of students, teachers about a lesson, a day or school week; The fourth Case Study comparative study of one or more students / group; Instruments that teachers can collect

Марина Василева

data that will be aimed at evaluation of the portfolio are: First Check lists of skills, behaviors, capabilities, procedures, interactions; The second Questionnaires about attitudes, opinions, expectations and information; The third Diaries and notes from teachers, parents, students, groups and departments; The fourth Individual Documents - files from the activities of students (eg, instructional sheets, projects, reports, artwork, photographs), opinions of students, their attitudes or experiences; The fifth Notes and recorded observations, informal notes written by the teacher; The sixth Records of meetings, excursions, used instructional materials; The seventh Audio tapes of meetings, discussions in class about the collected materials, games, group work, interviews, monologues, reading, lecture and demonstration; 8th Video tapes of the classroom, classes, groups, demonstrations, day or part of school events, lunch, visits to cultural and historical sites, visits to other sites; The ninth Photos of group work, the classroom, people, several students during a lecture on the lesson.

We propose an e-portfolio to be a way that would be saved activities and end products of the hard work of students as promoting transformational change in the overall monitoring of the educational process, in the intellectual development of individual testing, measurement and assessment, or recommend changes in individual pedagogical monitoring.

Implementation of e-book from the first day of school can be a function of real and transparent diagnostic achievements as helpful easier proof which will also facilitate diagnostic, formative and summative function evaluation. We suggest the e-portfolio

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students to discover the secrets of the evaluation criteria and evaluation, are not they "secret" that keeps and knows only teacher, but students are referred to these secrets, so it will develop its own criteria and make own judgments about their achievements in assessment using e-portfolio.

We suggest e-portfolios play a role in self reflexion as the beginning which will open a new vision for a relatively new source of information for future analytical minds.

We propose an e-portfolio to a systematic and chronological testimony, which will provide specific feedback, personalized, objective and complete picture of each student.

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