ePortfolio Assessment
There is a common misconception that it is more work to evaluate ePortfolio assignments than paper-based assignments. In most cases, this is not true. Take a look at the following sections to learn more:
There is a common misconception that it is more work to evaluate ePortfolio assignments than paper-based assignments. In most cases, this is not true. Take a look at the following sections to learn more:
Whether you evaluate student work throughout a course or program (i.e., formative evaluation), at the end (i.e., summative evaluation), or both, you should clearly define the evaluation process at the beginning. Students put a lot of work into showing what they know, so it is important that they show what you need to see, in the form you need to see it. Talking with students about the structure, or required element of the ePortfolio can also be a good way to educate and highlight how certain of their "signature assignments" can connect to the course, program, and institutional goals.
Throughout a program, formative evaluation can take the form of evaluating artifacts as part of normal coursework. It can also mean setting specific times when the ePortfolio will be evaluated as part of the advising progress. For example, after completing 18 out of 30 units, a program or department might require each student to meet with his or her advisor to review the assignments completed by that point.
The learning objectives, standards, rubrics, or guidelines give students a basic idea of what is expected and show instructors what to evaluate. However, there are several ways to evaluate the work itself.
See Assessment Resources below for rubric examples for more details about how to evaluate ePortfolio work.