Assessing with ePortfolios (2024)

Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education 22(2), 151–167.

Boud, D. and Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment and Evaluation in Higher Education 31(4), 399–413.

Brown, M., Anderson, B., Simpson, M. and Suddaby, G. (2007). Showcasing Mahara: A new open source eportfolio. In ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007.

Chan, S. (2009). E-portfolios using mobile phones and social networking sites: Workplace skill acquisition and identity formation. In Same places, different spaces. Proceedings ASCILITE Auckland 2009.

Gunn, C. and Peddie, R. (2008). A design-based research approach for eportfolio initiatives. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008.

Hallam, G. (2008). The Australian ePortfolio project and the opportunities to develop a community of practice. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008.

Housego, S. and Parker, N. (2009). Positioning ePortfolios in an integrated curriculum. Education and Training 51(5/6), 408–421.

Hughes, J. (2008). Letting in the Trojan mouse: Using an eportfolio system to re-think pedagogy. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008.

Krause, K. (2006). ePortfolios for graduate students: A discussion paper. Centre for the Study of Higher Education. University of Melbourne.

Lambert, S. (2007). Reviewing the progress of a campus-wide e-portfolio rollout. In ICT: Providing choices for learners and learning. Proceedings ASCILITE Singapore 2007.

Lorenzo, G. and Ittelson, J (2005). An overview of ePortfolios. Educause Learning Initiative Paper 1, 2005.

Mason, R., Pegler, C. and Weller, M. (2004). Eportfolios: an assessment tool for online courses. British Journal of Educational Technology 35(6), 717–727.

Miller, A. (2011). E-portfolios and E-assessment—discussions.

Pelliccione, L. and Dixon, K. (2008). ePortfolios: Beyond assessment to empowerment in the learning landscape. In Hello! Where are you in the landscape of educational technology? Proceedings ASCILITE Melbourne 2008.

Assessing with ePortfolios (2024)

FAQs

What is ePortfolio assessment? ›

An e-portfolio is an electronic format for students to: record their work, goals, and achievements. reflect on their learning. share their learning and receive feedback and feedforward.

How can we assess using portfolio? ›

4. Using portfolios in assessment
  1. Determine the purpose of the portfolio. ...
  2. Identify the learning outcomes the portfolio will address. ...
  3. Decide what students will include in their portfolio. ...
  4. Identify or develop the scoring criteria (e.g., a rubric) to judge the quality of the portfolio.

What are the steps to ensure effective use of ePortfolios? ›

The learning theory behind ePortfolios
  1. Construct knowledge. ...
  2. Make learning visible. ...
  3. Foster student agency. ...
  4. Explain the benefits of ePortfolios to students. ...
  5. Establish clear expectations. ...
  6. Provide numerous examples of successful ePortfolios created by students. ...
  7. Scaffold student learning. ...
  8. Walk the talk: share your own ePortfolio.

How are ePortfolios beneficial to students learning? ›

E-portfolios provide a rich resource for both students and faculty to learn about achievement of important outcomes over time, make connections among disparate parts of the curriculum, gain insights leading to improvement, and develop identities as learners or as facilitators of learning.

What is an ePortfolio example? ›

An ePortfolio is a digital portfolio or an “electronic portfolio.” This digital collection of achievements and artifacts represent the competencies, skills and accomplishments of a student. These materials can include a variety of resources such as: Essays or Articles. Graphics or Flyers.

What are the objectives of ePortfolio? ›

An ePortfolio has the potential to demonstrate professional and personal growth, exemplify evidence-based practice and provide a planning space for future professional development needs and experiences.

What is assessing an ePortfolio using a rubric? ›

If holistically evaluating an ePortfolio, the faculty might consider a rubric containing criteria related to selection of artifacts, reflection/critique, use of multimedia, citations, navigation, layout and readability.

What is one of the main benefits of portfolio assessment? ›

One of the main benefits of portfolios is that they can provide a more authentic, holistic, and personalized assessment of student learning. Portfolios can capture the complexity, depth, and diversity of student work, and reflect their individual strengths, goals, and passions.

What is the most important part of the portfolio for assessment purposes? ›

The main components of portfolio assessment are student choice (Paris &Ayres, 1994), engagement in self-reflection (Yancey, 1996), and evidence of growth (Paulson et al., 1991). Effective portfolio assessment will take into consideration the following aspects (Herman et al., 1996, p. 29):

What are the principles of portfolio assessment? ›

There are three key principles that portfolios should reflect: content, learning, and equity. Portfolios allow students to demonstrate their learning in different styles. When using portfolio assessment, the criteria must be clear to students and teachers.

How is a portfolio an effective authentic assessment? ›

A portfolio assessment is often deemed an authentic form of assessment because it includes authentic samples of a student's work. Many advocates of the portfolio assessment argue that this makes it a superior assessment tool because it is demonstrates learning and growth over an extended period of time.

What are the disadvantages of ePortfolio? ›

However, disadvantages are evident. The portfolio author's ability for self-expression is limited. Some customized systems are expensive to implement and maintain. Proprietary structures and file formats may limit portfolio portability.

What is the difference between ePortfolio and portfolio? ›

“e-Portfolio” is short for “electronic portfolio”. It's much like the traditional portfolio of an artist – a way of making one's work and learning visible to others – but in an electronic format that makes it easily accessible on the Web.

What is portfolio assessment in simple words? ›

A portfolio assessment is a systematic and organized collection of evidence used by the teacher and student to monitor the growth of the student's knowledge, skills, and attitudes in a specific subject area. The portfolio is a collection of students' work representing a selection of performances.

What is an ePortfolio for teachers? ›

An e-portfolio refers to a teaching portfolio which is available online. It is a structured, reflective summary of documentation that discloses an applicant's approach to teaching practice and gives some indication of his/her effectiveness as a teacher.

What is the purpose of the ePortfolio in nursing? ›

A well-developed ePortfolio gives your potential employer an deeper insight into the scope of your experience, education, evaluations, and awards. It provides them with a more in-depth look into who you are as a professional.

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