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3rd Reporter Cpe 106 Haron, A.

Assessment

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Ainie HARON
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24 views2 pages

3rd Reporter Cpe 106 Haron, A.

Assessment

Uploaded by

Ainie HARON
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Haron, Ainie E.

TYPES OF E -PORTFOLIOs
Barrett (2008) described the difference in perspective this way: “There’s a major tension right
now between student-centered and school-centered ePortfolios.”
• School-centered ePortfolios - are driven by “assessment of learning.”
• Student-centered ePortfolios - are driven by “assessment for learning,” which refers to
academic assignments 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-PORTFOLIOS
• Assessment E-Portfolios – where the audience is internal to the school and the goal is to
support the institutional outcomes assessment.
• Learning E-Portfolios – where the audience is students themselves and the goal is helping
students to examine and reflect on their learning.
• Career/transfer E-Portfolios – where the audience is external, and the goal is to provide
students with a tool for showcasing their achievements to employers to transfer
institutions.
Best practices in the use of E-Portfolio
1. Explain the benefits of e- Portfolios to students, e portfolios can help learners develop
new and deeper learning, which results in higher grades; help learners develop a better
sense of themselves as students and a as individuals ; can be shared with friends and
family members and showcase learners achievement when they are applying for a job.
2. Establish clear expectations. Explain to your students what you expect them to do in
their e-Portfolios. Learners may have difficulty understanding the need for them to reflect
on their work and need for them to reflect on their work and need for them to make
connections between different lessons and experiences.
3. Provide numerous examples of successful e-Portfolios created by students. Direct
students to the effective example of e-portfolios like inkless, a project focused eportfolio
or this eportfolio by knowledge integration , that features ‘’course skills spotlight’’ and
more.
4. Scaffold student learning. Help students start small. ask them to choose just one artifact
such 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 better understand the other
assignment.
5. Walk the talk. Create an e-portfolio for yourself and share it with your students. You’ll
better understand the challenges and benefits of maintaining an eportfolio and it will
persuade students that it is useful endeavor.
6. Tie e-portfolio 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. If eportfolio are merely an optional assignment that is
encouraged but not required, most students will not undertake one.
7. Make it social. Integrate viewing and commenting on other students e portfolio as part of
the assessment. You could, for example, have a link to each student’s blog in the online
space that your course has in your school’s LMS. Additionally, you could create a
discussion forum in the online space where students make helpful and encouraging
comments on one another’s e Portfolios. The e portfolios, the become an integral part of
the online community of students.

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