An electronic portfolio (ePortfolio), known at McMaster University (Hamilton, Ontario) as the Learning Portfolio, is an online platform for students to organize content to help reflect on and learn from their experiences. Students can include multimedia, such as documents, graphics, and audio files. ePortfolios can be used as an educational tool to support deep learning (Gambino, 2014). Following a review of the literature, Eynon et al. (2014) concluded that: “ePortfolio helps students to construct purposeful identities as learners” (p. 98). Furthermore, ePortfolios are useful in enhancing meaningful learning of curricular (Chang, 2001) and co-curricular content (Brown, 2002). One challenge in the use of ePortfolios is objective assessment in light of the often-subjective nature of artifacts. Since each student, and their learning experience, is unique, the style and content of their portfolios could vary widely. Despite this diversity, students must be assessed using an objective scale. We have developed a rubric to address this need. Our rubric evaluates ePortfolio content on four components: reflections, artifacts, writing mechanics, and professionalism. Reflection assessment includes students viewing their learning experience through a variety of “lenses”: the self lens, a reflection of their personal development; the binoculars, a reflection of their academic and professional development; and the social lens, a reflection of how the educational experience can benefit others on a societal level. Other components evaluate presentation and layout, use of multimedia, and general clarity in meaning and writing. As ePortfolios play a larger role in the post-secondary learning process, finding effective assessment strategies will become increasingly important for successful incorporation into course design and implementation.
Brown, J. O. (2002). Know thyself: The impact of portfolio development on adult learning. Adult Education Quarterly, 52(3), 228-245. doi:10.1177/0741713602052003005
Chang, C. (2001). Construction and evaluation of a web-based learning portfolio system: An electronic assessment tool. Innovations in Education and Teaching International, 38(2), 144-155. doi: 10.1080/13558000010030194
Eynon, B., Gambino, L., Torok, J. (2014). What Difference Can ePortfolio Make? A Field Report from the Connect to Learning Project. International Journal of ePortfolio, 4(1), 95-114. Retrieved from http://www.theijep.com/pdf/IJEP127.pdf
Gambino, L. M. (2014). Putting E-Portfolios at the center of our learning. Peer Review, 16(1), 1-8. Retrieved from http://www.niu.edu/p20network/readiness-activities/ePortfolio-materials/Gambino-Peer-Review-2014.pdf
