PRAYER

RECAP
 CHAPTER: 7
e-Portfolio as an
Assessment Tool and as a
Communication Meduim

Presented by: Group 4

 “The e-portfolio is the central and
common point for the student
experience. It is a reflection of the
student as a person undergoing
continuous personal development, not
just a store of evidence.”
-Geoff Rebbeck
 Learning
Outcomes
the end of the chapter, you are expected to:

• explain what an e-portfolio is;

discuss the learning theory that supports the us of an e-portfolio;

distinguish among the types of e-portfolio and

4 discuss how to use e-portfolios effectively

 Meaning of e-
portfolio
• Is a digital collection of course-related
work
• An academic e-Portfolio can also capture other aspects of a
student's life, such as experiences, extracurricular activities and
more.

• A good e-Portfolio is both a product (a digital collection of

artifacts) and a process (of reflecting on those artifacts and what
they represent).
The Learning Theory Behind e-
portfolio
According to Basken (2008), e-Portfolios “are a way to generate
learning as well as document learning. ” Both generating learning
and documenting or recording are important, but the process of
generating learning sometimes gets overlooked. e-Portfolios
generate learning because they provide an opportunity and virtual
space for students to critically assess their academic work, to
reflect on the work and make connections about different courses,
assignments, and other activities, such as work experience;
extracurricular pursuits, volunteering opportunities and more.
The Learning Theory Behind e-
portfolio
1. Constructing Knowledge- e-Portfolio fall within
a learning theory known as social constructivism,
which states that learning happens most effectively
when students construct systems of knowledge for
themselves rather that receiving information
presented.
The Learning Theory Behind e-
portfolio
2. Making learning visible- Bass and Eynon (2009)
describe the process of critical reflection that is involved in
the creation of e-Portfolios as one that makes "invisible
learning" visible. Invisible learning refers to two things:
1. the intermediate steps that occur whenever a student,
or any person, is attempting to learn something or do
something; and
2.the learning that goes “beyond the cognitive to include
The Learning Theory Behind e-
portfolio

3. Fostering Student Activity

• e- Portfolios are a student-centered activity.
• e-Portfolios offer this opportunity for learner
control and can support or promote deep
learning.
 Types of e-
Portfolios
Some educators see e-Portfolios primarily:
• as a tool for generating new or deeper learning;
while others view them
• as a tool for assessment

1. Student-centered e-
Portfolios
2. School-centered e-Portfolios
 Types of e-
Portfolios
1. Student-centered e-Portfolios
• are driven by “assessment for learning”
• which refers to academic tasks that fulfill the
traditional role of assessing student learning while
at the same time providing an opportunity for
students to learn as they complete the assessment.
 Types of e-
Portfoliose-Portfolios
1. Student-centered
there are different kinds of e-Portfolios according to
purpose of the e-Portfolio for the students.

a. assessment e-Portfolio where the audience is

internal to the school and the goal is to support
institutional outcomes assessment.
 Types of e-
Portfoliose-Portfolios
1. Student-centered
there are different kinds of e-Portfolios according to
purpose of the e-Portfolio for the students.

c. career/transfer e-Portfolio where the audience

is external, and the goal is to provide students with a
tool for showcasing their achievements to employers or
transfer institutions.
2. School-centered e-Portfolios
• are driven by “assessment of
learning.”
 Types of e-
Portfoliose-Portfolios
1. Student-centered
there are different kinds of e-Portfolios according to
purpose of the e-Portfolio for the students.

b. learning e-Portfolio where the audience is

students themselves and the goal is helping
students examine and reflect on their learning.
 Best Practices in the use of e-
Portfolios
e-Portfolios are most effective when they are established as
an institution- or program-wide initiative, however they can
still be successful at the individual course level.
1. Explain the benefits of e-Portfolios to students.
2. Establish clear expectations.
3. Provide numerous examples of successful e-
Porfolios created by students.
4. Scaffold student learning.
5. Walk the talk.
6. Tie e-Portfolios to assessment.
7. Make it social.
 Best Practices in the use of e-
Portfolios
1. Explain the benefits of e-Portfolios to students
E-Portfolios can:
• help learners develop new or deeper learning, which re
ก higher grades;
• help learners develop a better sense of themselves as
students and as individuals; and
• showcase learners' achievements when they are
applying for a job.
2. Establish clear expectations
• Explain to your students what you expect them to their
e-Portfolios.

3. Provide numerous examples of successful e-

Portfolios created by students
• Direct students to examples of effective e-Portfolios, like
Inkless, a project-focused e-Portfolio or this e-Portfolio by
Knowledge Integration, that features “course skills
spotlights” and more.
4. Scaffold student learning
• Help students start small. Ask them to choose just one
artifact (such as an essay) and have them reflect on the
challenges they had to address as they wrote their essay
or have the students select two assignments from
different subjects and have them reflect on how each of
those assignments helped them to better understand the
other assignment.
5. Walk the talk
• Create an e-Portfolio for yourself and share
it with your students.
6. Tie e-Portfolios to assessment
• Maintaining an e-Portfolio demands a significant
amount of time and energy from students and they will
resent it if their time and energy are not reflected in
their final grade.

7. Make it social
• Integrate viewing and commenting on other students'
e-Portfolios as a part of the assessment
 Assessment of e-Portfolios

Challenges to assessing e-Portfolios:

• How does one evaluate the quality of a student’s
“reflections”?
• If students come to see their e-Portfolios as just
another assignment,” then they will not engage with
it in an authentic way and it may become just
another “hoop” for them to jump through.
 Assessment of e-Portfolios

The best way to overcome these assessment

challenges:
• assess e-Portfolio with a rubric while still
ensuring that students benefit from their e-
Portfolios; and
• consistent formative feedback helps learners
maintain motivation to work on their e-Portfolio
 e-Portfolio Assessment Rubric
e-Portfolio purpose:
• for students to reflect on their years of
education.
• the portfolio should include;
a. statement of the student’s goals;
b. philosophy of education;
c. files which showcase the student’s best
work. The work selected by the students for the
electronic portfolio should be organized and
 e-Portfolio Assessment Rubric
Reflection:
• The electronic portfolio shows examples of different
files, each example is accompanied by a reflection
composed by the student.
• The reflection includes:
a. the course for which the file was created;
b. the time it took to create the file;
c. a brief description of why the file has been included in
the e-Portfolio; and
d. an explanation as to why this file demonstrate
Thank you!