ePortfolios for Students
ePortfolios can be a powerful catalyst for integrative learning and holistic development as well as a tool for self-branding and professional development. ePortfolios can:
- Encourage engagement in active reflection and meaning-making
- Foster reflection on the principles central to an academic discipline and the university as a whole
- Facilitate the integration of topics and themes across disciplines and over time
- Provide a forum to synthesize work and share that work with others
- Contribute to holistic development in multiple ways, including: personal development, academic development, and career development
- Provide a resource for demonstrating skills, abilities, and experiences in the job-search process
ePortfolios for Faculty/Staff
ePortfolios can foster and provide evidence of student learning across all curricular, co-curricular, and institution-wide outcomes. ePortfolios enhance learning and provide opportunities for assessment of learning in the following ways:
- Represent multiple learning styles, modes of accomplishment, and quality of work accomplished by students
- Provide structure around clear expectations and articulated goals
- Offer the potential for progressive formative assessments that foster improvement while learning is still in process
- Encourage reflection on learning as well as personal goal-setting and future planning
- Facilitate program and institutional review through sampling and aggregation of data from individual student portfolios [Adapted from www.aacu.org/value]
ePortfolios for Assessment
ePortfolios can be a powerful tool for assessment and evaluation. By establishing a set of criteria and evidence each student is required to submit, a department can measure what concepts students have mastered and where they are falling short of departmental standards. ePortfolios can be used as formative assessment (throughout a student’s course of study) and a summative evaluation (at the end of the standard degree program).
ePortfolio assessment has additional advantages over other modes of evaluation in that students often have the opportunity to select what they feel is their best representative work. With the ability to include multiple formats, including multimedia, ePortfolios address multiple learning styles and provide a medium in which students can get instructive feedback that informs them of their strengths and deficits; this feedback can be based on an established measure, called a rubric, that provides specific information on a student’s performance. One frequent ePortfolio assignment involves having students reflect on their learning, on their co-curricular activities and other events that impact their experience in their discipline, the university community and the world.
For more information and support on how to use ePortfolio technology for program-wide assessment of learning outcomes and standards, contact the Faculty Center for Ignatian Pedagogy.
Learning Portfolio Articles
ePortfolios are a highly valuable tool for integrative learning. They can be used to facilitate deep reflection amongst its users and serve as a tool for the comprehension assessment of learning outcomes. In this article, Reynolds and Patton present big-name universities and their successful ePortfolio programs. They also explore the benefit of creating an electronic portfolio versus a hard-copy portfolio.
Abstract: "Portfolios can foster the integration of theory, action, self-reflection, and assessment. Electronic portfolios (ePortfolios) extend this concept by acting as a 'content-management system' that facilitates the collecting, considering, sharing, and presenting of learning outcomes with and to others via a digital medium. This article describes the systematic examination of an ePortfolio application under development and illustrates its potential usefulness to not only facilitate and sess individual student learning, but also aid curricular assessment. Our evaluation uncovered organizational, curricular, learning, logistical, and technological issues involved in moving from a linear approach to teaching learning toward an integrated systems approach."