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Abstract
Abstract: The transition towards competency-based education in vocational training has rendered traditional, standardized methods of assessment increasingly insufficient. This research paper investigates the electronic portfolio (e-portfolio) as a transformative instrument for assessing the professional competence of students. Unlike static testing methods which evaluate rote memorization, the e-portfolio offers a dynamic, longitudinal platform for demonstrating the practical application of skills, critical reflection, and professional growth. This study analyzes the pedagogical mechanisms of e-portfolios, exploring their role in fostering meta-cognitive skills and bridging the gap between academic preparation and labor market requirements. The paper argues that e-portfolios do not merely store student work but act as a sophisticated assessment ecosystem that integrates learning, assessment, and professional identity formation into a singular, cohesive process.
References
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