Running Head: FOLIO THINKING 1

Folio Thinking- ePortfolio

Kimberly Chisom

Texas A&M University-Commerce

Robert Wolfe-Instructor

ETEC 424

April 7, 2020
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Abstract

Before technology was thought of, people would use pen/pencil and paper. Teachers could not

grade work electronically but would have to grade paper. Technology has afforded us this grand

opportunity for students to be able to present the required finished work through an ePortfolio.

The great thing about this use of technology is that over time the documents are not lost. A

student or can go in at anytime and add material to it, and or take it away. ePortfolios can be used

as an assessment for lifelong learning.

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Those who are unfamiliar with ePortfolio may ask, what is an eportfolio? ("ePortfolios

Explained: Theory and Practice | Centre for Teaching Excellence", 2020). “An academic

eportfolio is a digital collection created by a student of their course related work…”. An

ePortfolio can be produced using articles, embedding pictures, essays, and many other creative

attributes. A good ePortfolio is structured and well presented. ("ePortfolios Explained: Theory

and Practice | Centre for Teaching Excellence", 2020) “With an ePortfolio the student is in

charge”. Although the professor sets the standards of what he/she would like to go inside the

presentation, the structure and the creativity belongs to the student.

Before creating an ePortfolio one must decide if it functions as an assessment of learning

or an assessment for learning, but an ePortfolio functions as both. “Assessment for learning is a

matter of function and purpose-a matter of ‘who” (heick, 2019). An assessment is used to gather

data to get results from the test taker. A teacher can use the ePortfolio to assess the student and

find out what a student can do or knows how to do. Although it is presented from an online

aspect, it is still considered a form of assessment. A teacher can also use the ePortfolio to find

out if there are things that can be done differently on their end to get the response that is being

sought after. Basically, the ePortfolio was crafted as a style of formative and summative

assessment.

“Constructivism is the idea that learning is an active process of building meaning for

oneself”. (badders, 2020). A Theorist who studies constructivism would believe that this is a

good use of technology because it allows a student to create the ePortfolio and continue to add to

it. An ePortfolio allows the student to create different pages for different categories. Within a

page, a student can structure each page to their liking by adding to the pages and removing what

is not needed, but it is designed for continual creativity and professionalism. The ePortfolio
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makes a great tool to use in the classroom for technology courses because it introduces ways to

develop a webpage. Although the ePortfolio is structured for classroom assessment, it can also

serve as a means of branding a company for future endeavors.

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References

Badders, W. (2020). Methods of Assessment, William Badders. Retrieved 9 April 2020, from

https://www.eduplace.com/science/profdev/articles/badders.html

In-text: (badders, 2020)

ePortfolios Explained: Theory and Practice | Centre for Teaching Excellence. (2020). Retrieved 9

April 2020, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-

resources/teaching-tips/educational-technologies/all/eportfolios

In-text: ("ePortfolios Explained: Theory and Practice | Centre for Teaching Excellence", 2020)

heick, t. (2019). Retrieved 9 April 2020, from https://www.teachthought.com/pedagogy/the-

difference-between-assessment-of-learning-and-assessment-for-learning/

In-text: (heick, 2019)