Folio Thinking 1

Folio Thinking - EPortfolios

Leslie Hudson

Texas A&M University – Commerce

Robert Wolfe, Instructor

ETEC 424

April 9, 2020
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Portfolios showcase a multitude of what has been learned throughout a period. They can

include essays, pictures, and other printed or paper formats of different items. EPortfolios are

portfolios showcased in an online format – they offer a much wider variety of items that can be

uploaded and displayed. With the ever-expanding use of technology, folio thinking/learning (the

use of portfolios either electronically or not) is becoming more compelling amongst educators

for their ability to showcase one’s learning and make assessments both of and for learning.

Essentially, portfolios are a way to support evidence-based learning.

So often, students are taught simply how to pass a test – they are given the information

and resources they need to pass an upcoming set of questions. Quizzes and tests are simple

assessments that are based off what the student has learned. However, folio thinking/learning

allows learning and knowledge to continue on rather than “disappear” once a course has been

completed – ePortfolios are, “tools [that] allow students to have their own set of management

tools that they control and own so their learning is longitudinal instead of episodic” (Batson,

2010). Utilizing portfolios, allows students to be at the forefront of their learning rather than

being bound to passing a test. Folio learning supports both assessments of and for learning in that

it is not merely a list of grades and scores: of learning because it showcases evidence of what has

been learned, for learning because it allows students to “manage their own learning experiences”

(Batson, 2010).

EPortfolios require that students “collect, select, reflect, and connect information”

(Dondlinger, 2014). Assembling an ePortfolio is not simply keeping track of and collecting

essays and other items; they require effective collections that will help students document

lifelong learning by connecting prior knowledge with new knowledge, formal learning with

informal learning, and giving evidence with reflection. EPortfolios are to be utilized as a lifelong
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learning experience: “Students collect assignments, reflect on the changes over time, identify

strengths and areas for improvement, and develop strategies for making improvements”

(Dondlinger, 2014). These ePortfolios provide so much more information about a person than

just a passing score or an overall grade of a course.

Everything that exists inside an ePortfolio “tells more about a person and what he or she

thinks, knows, believes in, and values then can ever be captured on a resume, a transcript, or an

entrance or exit exam score” (Dondlinger, 2014). Folio thinking/learning displays evidence-

based learning and “is a global movement toward better learning, better assessment, better

employability, and better career success” (Grush & Batson, 2012). There is now evidence

through the documents, photos, audio clips, diagrams, videos, slide sets, etc. backing up the

grades that students receive that gives employers and college admissions officers a better idea

and understanding of the potential candidate (Grush & Batson, 2012).

The integration of ePortfolios provides “a better way to measure student achievement, a

better way to assess and evaluate, and a better way toward accountability than mere letters

(grades) based on mere test scores” (Grush & Batson, 2012). Folio thinking/learning introduces

authentic, experiential, and evidence-based learning through the creation of an electronic

portfolio. These ePortfolios give overseers rich evidence of one’s thoughts, ideas, beliefs, and

values. They promote assessments of and for learning in a multitude of ways which showcases

one’s learning, knowledge, and experience.

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References

Batson T. (2010 July 28) A Profoundly Disruptive Technology Retrieved from:

https://campustechnology.com/Articles/2010/07/28/A-Profoundly-Disruptive-

Technology.aspx

Intext: (Batson, 2010)

Grush, M., & Batson, T. (2012, February 15). AAEEBL: It's All About Evidence-Based

Learning--Supported by ePortfolios -- Campus Technology. Retrieved from

https://campustechnology.com/articles/2012/02/15/evidence-based-learning-supported-

by-eportfolios.aspx

Intext: (Grush & Batson, 2012)

Dondlinger, M. J. (2014, September 12). FolioThinking [Video file]. Retrieved from

https://youtu.be/po4FPnllnVw

Intext: (Dondlinger, 2014)

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Discussion 5 Responses:

Lauren, I really like the format you used for your Google Slides presentation. Your first

paragraph really helps the reader understand what an ePortfolio is and what it includes. I have

made several ePortfolios while in college and I can say 1) I like them better than taking an exam

because I do feel that it truly showcases what I have learned, and 2) I like looking back on them

to reflect on everything I learned. I like evidence-based learning because it seems more engaging

- I hope to utilize portfolios in my classroom!

Harlan, regarding your Google Slides presentation, I like how you broke down the

information about electronic portfolios. Portfolios, electronic or not, are very unique and I love

that they showcase students in their own way. I also agree that portfolios truly show evidence of

what has been learned and applied versus simply receiving a grade on a test. From my own

experience with creating portfolios, I concur that they give greater insight into a student!

Germia, I love the format you used for your Google Slides presentation - fun colors! I

like how you said ePortfolios have a lot of benefits for students and encourages the educational

experience - I agree with that statement from my personal experience with ePortfolios.

EPortfolios offers a lot of valuable information about students' goals and skills. They are also a

great way to showcase student improvement and student knowledge!