Assessing the Efficacy and Effectiveness of an E-Portfolio Used for Summative Assessment
Nicole Buzzetto-More, University of Maryland Eastern Shore, United States
IJELLO Volume 6, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Electronic portfolios (e-portfolios) are a paradigm in constructivist e-learning. They are capable of involving students in deep learning while serving as a meaningful way for both students and faculty to engage in outcomes-based assessment. E-portfolios have been shown to be a valid way to document student progress, encourage greater student involvement in the learning process, showcase work samples, and provide a method of learning outcomes assessment and curriculum evaluation (Buzzetto-More, 2006). This paper reports the results of a minority serving institution that has implemented an electronic portfolio project used for summative assessment as well as to encourage students to engage in deep learning and self reflection. A study was conducted that examined the students’ perceptions of this project by surveying the early groups of students who completed the portfolios as seniors. According to the findings, the portfolio project helped students better understand learning goals (88%), think about what they have learned in college (89%), and reflect on the knowledge and skills they have developed (91%). In addition to the surveys, rubrics used to assess student portfolios were collected and reviewed, in order to evaluate the efficacy of e-portfolios as an assessment measure with positive findings revealed.
Buzzetto-More, N. (2010). Assessing the Efficacy and Effectiveness of an E-Portfolio Used for Summative Assessment. Interdisciplinary Journal of E-Learning and Learning Objects, 6(1), 61-85. Informing Science Institute.
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