Incorporate ePortfolios

What is an e-Portfolio?

Portfolios are systematic collections of evidence that demonstrates what a person or an organization has learned over time. These collections often include both work sample and reflections on learning.

“An e-Portfolio is an electronic format for learners to record their work, their achievements and their goals, to reflect on their learning, and to share and be supported in this”—Bonks, 2004

A student-managed electronic learning portfolio can be part of a persistent learning record and help students develop the self-awareness required to set their own learning goals, express their own views of their strengths, weaknesses, and achievements, and take responsibility for them.  Educators can use e-Portfolios to gauge students’ development, and they also can be shared with peers, and others who are part of the students’ extended network.

(From National Educational Technology Plan 2010)

Literature and experience show that portfolios serve equally well to foster professional development and to showcase a learner’s developing attitudes, skills, behaviors, and values. Like the artists, teachers select the evidence to include in the teaching portfolio by reflecting on their growth as teachers over time, teachers can see strengths as well as limitations or gaps that need work in the coming year.

e-Portfolios constitute an integrated system of learner-centered evaluation that is well suited for formative and summative assessment. The e-portfolio provides a sense of progress and process as well as the final product.

Key Points for Effective Practice Using e-Portfolio

  1. e-Portfolios cannot be used in isolation; they are most effective when used in conjunction with other services. i.e., internship, career interview, and course reflections.
  2. Train faculty how to create and teach e-Portfolios well in advance of initial attempts to implement programmatic assessment.
  3. Give faculty a clear rationale and explanation of how e-Portfolios enhance digital learning and assessment, so faculty can explain the same to students.
  4. Provide guidelines for maintaining student confidentiality and use of e-Portfolio as an assessment tool.
  5. Provide opportunities for students to give each other feedback on e-Portfolio artifacts, including reflective artifacts.
  6. Acquaint faculty with exemplary e-Portfolio formats and forms that show how students can effectively link reflective artifacts with their selected written work.

If you are interested in using e-Portfolio assessment, here are some research studies on e-Portfolio:

Canvas Guides on e-Portfolios

 Video Tutorial on e-Portfolios in Canvas:


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