Why E-Portfolios?

“ePortfolios are not about technology; they are about pedagogy and learning” 

(Editure 2009, p. 17) http://bit.ly/b4tuzN



In its simplest form an ePortfolio allows existing learning of all media types to be pulled together into one convenient location with ease of accessibility through hyperlinking to available evidence. This evidence is not simply the completed work, but more significantly, the rationale for the inclusion of this work within the ePortfolio. Barrett states it is the: “accompanying rationale that the learner provides: their argument as to why these artifacts constitute evidence of achieving specific goals, outcomes or standards” (Barrett, 2005)



Portfolios used for Assessment OF Learning

  • Purpose of portfolio prescribed by institution
  • Artifacts mandated by institution to determine outcomes of instruction
  • Portfolio usually developed at the end of a class, term or program - time limited
  • Portfolio and/or artifacts usually "scored" based on a rubric and quantitative data is collected for external audiences
  • Portfolio is usually structured around a set of outcomes, goals or standards
  • Sometimes used to make high stakes decisions
  • Summative - what has been learned to date? (past to present)
  • Requires Extrinsic motivation
  • Audience: external - little choice


Portfolios that support Assessment FOR Learning

  • Purpose of portfolio agreed upon with learner
  • Artifacts selected by learner to tell the story of their learning
  • Portfolio maintained on an ongoing basis throughout the class, term or program - time flexible
  • Portfolio and artifacts reviewed with learner and used to provide feedback to improve learning
  • Portfolio organization is determined by learner or negotiated with mentor/advisor/teacher
  • Rarely used for high stakes decisions
  • Formative - what are the learning needs in the future? (present to future)
  • Fosters Intrinsic motivation - engages the learner
  • Audience: learner, family, friends - learner can choose

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