Republic of the Philippines

NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY

Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph

EDP 106
ASSESSMENT IN
LEARNING
2
SUBMITTED BY:
DELARAMA MARY ROSE B.
OCALENA, ELICA G.
BAULITA, NIKKO C.
BSED-MATH 2A

SUBMITTED TO:
SIR VINCENT A. LUMINOQUE, LPT, MAED
EDP 106-INSTRUCTOR

February 2023
 Republic of the Philippines
NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.nonescost.edu.ph

TOPIC: E-PORFOLIO

INTRODUCTION:
Learners must focus on their collective work; think about how it will be portrayed
and what the work says about them as an individual learner. Learners are then in
charge of their learning and the choice of where to demonstrate their proficiency.
Learners also reflect on what they have learned and how they plan to build and improve
themselves. This helps them develop their skills, such as writing and multimedia, critical
thinking and creative skills. Today, students use multimedia such as Facebook , Twitter,
and texting - all in the informal setting.
In contrast, the electronic portfolio is used in a formal setting where students must apply
their knowledge on how the web works as make they portfolios convey sure so that that
their students they message. Are gains able many practice to use schools them and
well. experience are currently with working electronic to make sure that student gain
practice and experience in electronic portfolios so that they are able to use them well.

Learning outcomes
At the end of the chapter, you are expected to:
 Explain what an e-Portfolio is;
 Discuss the learning theory that support the use of an e-portfolio;
 Distinguish among the types of an e-portfolio and
 4 discuss how to use e-portfolio effectively.

I. Meaning of e-Portfolio
An e-Portfolio is a digital collection of course-related work like essays, posters,
photographs, videos, and artwork created by students. An academic e-portfolio can also
capture other aspect of a student's life, such as experiences extracurricular activities
and more. In other words an e-portfolio documents and makes visible student learning.
But a good e-Portfolio should be more than just a collection of products.
A good e-Portfolio is both a product (a digital collection or artifacts) and a
process (of reflecting on those artifacts and what they represent) Like a Learning
Management System (LMS), an e-Portfolio exists online and support student learning. It
differs from a Learning Management Systems in two key ways: namely, ownership and
control. In a university course the Learning Management System is "owned" and
controlled or managed by the instructor who decides who has access, what tools are
turned on or off, and so on. With an e-Portfolio, the student is in charge. The student
decides who can view the e-Portfolio, what artifacts get added, how it is designed, and
so on. Typically, a student loses access to the LMS when courses end; in contrast, an
e-Portfolio remains the student's property after finishing university.

The Learning Theory Behind e-Portfolios

According to Basken (2008), e-Portfolios "are a way to generate learning as well

as document learning" (Basken, 2008). Both generating learning and documenting or
recording learning are important, but the process of generating learning sometimes gets
overlooked. e-Portfolios generate learning because they provide an opportunity and
virtual space for students to critically assess their academic work, to reflect on that work
and make connections among different courses, assignments, and other activities, such
as work experience, extracurricular pursuits, volunteering opportunities and more. e-
Portfolios are effective learning tools because they support students' own knowledge
construction, make otherwise invisible aspects of the learning process visible and place
agency in the hands of students which fosters learners' motivation. This means that e-
Portfolios make learners get actively involved in their own learning.

Constructing knowledge e-Portfolios fall within a learning theory known as

social constructivism, which states that learning happens most effectively when
students construct system of knowledge for themselves rather than simply receiving
information presented. Social constructivism also states that another determinant of
effective learning is that it happens in a social context - that is, learners construct
knowledge through dialogue and interaction with others. Withe-Portfolios, the process of
reflection originates as a solo activity, but becomes social through a feedback loop, as
the learner’s teacher, peers, mentors and even family members respond to and provide
commentary on those reflections. Making and then sharing an e-Portfolio with others is
somewhat like telling a story, the story of one's learning journey. This is indeed,
constructing knowledge not simply receiving information presented.

Making learning visible Bass and Eynon (2009) describe the process of critical
reflection that is involved in the creation of effective e-Portfolios as one that makes
"invisible learning" visible. Invisible learning refers to two things: 1) the intermediate
steps that occur whenever a student, or any person, is attempting to learn something or
do something and 2) the learning that goes "beyond the cognitive to include the
affective, the personal and issues of identity" (Bass & Eynon, 2009).
The intermediate and invisible steps of learning and doing before the product -
learning how to do better the next time and learning more deeply - tend to be
overlooked as one gets focused exclusively on the final product.
The other aspect of invisible learning is affective in nature. In other words, the
process of learning something doesn't involve just the rational mind rather, feelings,
personality and sense of self are all involved - sometimes facilitating that learning
process and sometimes hindering it. By reflecting on those affective, personal and self-
identity factors, students can develop meta-cognitive skills that can enhance their
learning.
 Fostering Student Activity - Finally, because e-Portfolios are a student-
centered activity - one in which the learner is free to choose what artifacts are included
and is free to reflect on the process of their learning - they foster engagement and
motivation (Tosh, Penny Light, Fleming, & Haywood, 2005). Research on learner
engagement with learning suggests that when learners perceive that they have choices
in how to learn they are more engaged and motivated to move beyond simple
information acquisition to try to gain an understanding of the subject (Entwistle &
Karagiannopoulou 2014; Kuh et al., 2005). e-Portfolios offer this opportunity for
learner control and can support or promote deep learning as learners are able to make
connections between the learning that occurs in different contexts. Indeed, it is this
recognition that learning occurs beyond the classroom that makes e-Portfolios attractive
to many educators.

Types of e-Portfolios
Some educators see e-Portfolios primarily as tools for generating new or deeper
learning while others view them as a tool for assessment (of students and, by extension,
of school programs). Barrett (2008) described the difference in perspective this way:
"There's a distinction between student-centered and school-centered e-Portfolios."
School-centered e-Portfolios, are driven by "assessment of learning" (summative
assessment) while learner-centered e-Portfolios are driven by "assessment for learning"
which refers to academic tasks that fulfill the traditional role of assessing student
learning while at the same time providing an opportunity for students to learn as they
complete the assessment.
There are different kinds of e-Portfolios according to purpose of the e-Portfolio for
the student. Different educational institutions use different names with some distinctions
between what the school or teacher wants to emphasize. A school for example,
distinguishes between assessment e-Portfolios, where the audience is internal to the
school and the goal is to support institutional outcomes assessment. Learning e-
Portfolios are where the audience is students themselves and the goal is helping
students examine and reflect on their learning. Career/transfer e-Portfolios are where
the audience is external, and the goal is to provide students with a tool for showcasing
their achievements to employers or transfer institutions. The previous Chapter on
Portfolio also cited different kinds of portfolio such as growth portfolio, showcase
portfolio and assessment portfolio.

Best Practices in the Use of e-Portfolio

When e-Portfolios have broader institutional uptake, students will be encouraged
in all of their courses to use their e-Portfolio and to reflect on and make connections
between all of their courses and academic experiences. For this reason, e-Portfolios are
most effective when they are established as an institution- or program-wide initiative,
however, they can still be successful at the individual course level. To ensure this
success, it's important to observe a number of proven best practices.
 1. Explain the benefits of e-Portfolios to students. e-Portfolios can help learners
develop new or deeper learning, which results in higher grades; help learners
develop a better sense of themselves as students and as individuals; can be
shared with friends and family members; and showcase learners' achievements
when they are applying for a job.
2. Establish clear expectations. Explain to your students what you expect them to
do in their e-Portfolios. Learners may have difficulty understanding the need for
them to reflect on their work and the need for them to make connections between
different lessons and experiences.
3. Provide numerous examples of successful e-Portfolios created by
students. Direct students to examples of effective e-Portfolios, like Inkless, a
project-focused e-Portfolio or this e-Portfolio by Knowledge Integration, that
features "course skills spotlights" and more.
4. Scaffold student learning. Help students start small. Ask them to choose just
one artifact (such as an essay) and have them reflect on the challenges they had
to address as they wrote their essay or have the students select two assignments
from different subjects and have them reflect on how each of those assignments
helped them to better understand the other assignment.
5. Walk the talk. Create an e-Portfolio for yourself and share it with your students.
You'll better understand the challenges and benefits of maintaining an e-Portfolio
and it will also persuade students that it is a useful endeavor.
6. Tie e-Portfolios to assessment. Maintaining an e-Portfolio demands a
significant amount of time and energy from students and they will resent it if their
time and energy are not reflected in their final grade. If e-Portfolios are merely an
optional assignment that is encouraged but not required, most students will not
undertake one.
7. Make it social. Integrate viewing and commenting on other students' e-Portfolios
as part of the assessment. You could, for example, have a link to each student's
blog in the online space that your course has in your school's LMS. Additionally,
you could create a discussion forum in that online space where students make
helpful and encouraging comments on one another's e-Portfolios. The e-
Portfolios, then, become an integral part of the online community of students.

Assessment of e-Portfolios
Because e-Portfolios require a significant investment of time and energy from
students, it is important that they be assessed carefully and that the assessment
contributes in a substantial way to a student's final grade in a course. However, there
challenges to assessing e-Portfolios: how, for example, does one evaluate the quality of
a student's ‘’reflections’’? Furthermore if students come to see their e-Portfolios as "just
another assignment," then they will not engage within an authentic way and it may
become just another "hoop" for them to jump through. Helen Barret (2005) suggests
that "high stakes assessment and accountability are killing e-Portfolios as a reflective
tool to support deep learning." A balance needs to be found, one that strives to help
students appreciate the genuine benefits that they will experience by developing an e-
Portfolio that captures their work and personal reflections but which also acknowledges
that assessing e-Portfolios is not a merely "subjective" matter. In other words, e-
Portfolios can be personal in nature, and yet still assessable by objective standards.
Perhaps the best way to overcome these assessment challenges, while still
ensuring that students benefit from their e-Portfolios, is to assess e-Portfolios with a
rubric. Furthermore, consistent formative feedback, either left by the instructor or by
other students, helps learners maintain motivation to work on their e-Portfolio, while also
providing feedback to assist in subsequent reflections or other additions to their work. In
this case, there is no need to provide a grade for the work they have contributed
scaffolded feedback to guide them in their learning journey can be very beneficial.

e-Portfolio Assessment Rubric

e-Portfolio Purpose: The purpose of creating and maintaining an electronic portfolio is
for students to reflect on their years of education. The portfolio should include a
statement of the student's goals, philosophy of education and files which showcase the
student's best work. The work selected by the student for the electronic portfolio should
be organized and reflected upon.

Reflections: The electronic portfolio shows examples of different kinds of work, such as
PowerPoint presentations, Excel files, digitally manipulated photograph examples, and
Word documents. Each example is accompanied by a reflection composed by the
student. The reflection includes the course for which the file was created, the time it
took to create the file, a brief description of why the file has been included in the e-
portfolio and an explanation as to why this file demonstrates achievement. Given below
is a scoring rubric for an e-Portfolio.
category Exemplary Proficient Partially Incomplete
(20pts) (17pts) Proficient (5pts)
(13pts)
Selection of All artifacts and Most artifacts Few artifacts Most artifacts
artifacts work samples and work and work and work
are clearly and samples are samples are samples are
directly related related to the related to the unrelated to the
to the purpose purpose of the purpose of the purpose of the
of the e- e-portfolio. e-portfolio. e-portfolio.
portfolio.
Use of The use audio/ The use audio/ The use audio/ No use of
multimedia video/ graphics/ video/ graphics/ video/ graphics/ audio/video, or
photograph is photograph is photograph is graphics. Audio
integrated included and included but is or video are
seamlessly into appropriate. used randomly distracting from
several and without the content of
different purpose. the portfolio.
artifacts.
reflections All reflections Most of the A few Reflections are
clearly describe reflections reflections missing, and
why artifacts in describe why describe why those that are
 the e-portfolio artifacts in the artifacts in the there do not
demonstrate e-portfolio e-portfolio describe why
achievement. demonstrate demonstrate artifacts in the
achievement. achievement e-portfolio
demonstrate
achievement.
Creativity and The index The index The index The index does
purpose of the serves its serves its serves its not serve its
index purpose and purpose and purpose but purpose and
shows shows some lack of style. lack of style.
creativity. The creativity.
layout and
design is
attractive as
well thought
out.
Ease of The document Hyperlinks are Hyperlinks from The index is
navigating is fully hyper- organized into the index are plain with few
linked between logical groups. linked to the links, if any.
the index (or Not all possible artifacts but Some links are
table of features have lacks ‘’broken’’.
contents), been organization.
artifacts and employed.
reflections. The
index is well
organized and
easy to
navigate.

REVIEW FOR MASTERY

1. What is an e-portfolio?
2. Discuss the learning theory that supports the use of e-Portfolio
3. Distinguish among the types of an e-portfolio.
4. What steps must you take to ensure effective use of e-portfolios?

KEY TAKEAWAYS

 An e-Portfolio is a digital collection of course-related work and other aspects of a

student's life, such as co-curricular and extra-curricular activities.
 The social constructivist theory emphasizes that learners construct knowledge
through social interaction with others. As learners work on their e-portfolio, they
have to work with others. They learn by co-constructing and reconstructing
knowledge along with teachers and classmates.
 Some types of e-portfolio are: School-centered e-portfolio, learner-centered e-
Portfolio, Assessment e Portfolio, learning e-portfolio, and career e-portfolio.
  School-centered e-portfolio is administered by the school for summative
assessment purposes. While learner-centered e-portfolios serve the formative
purpose of assessment for learning. They help learners assess themselves in the
process of teaching-learning.
 Assessment e-portfolios are meant to support assessment of
institutional/school outcomes and are therefore intended for the school as a
whole.
 Learning e-Portfolios are meant for learners to help them examine and reflect
on their own learning.
 Career/transfer e-Portfolios are meant to provide students with a tool for
showcasing their achievements to employers or transfer institutions.
 To ensure that e-Portfolios are used most effectively:
 explain the benefits of the use of e-portfolios to students,
 establish clear expectation,
 provide numerous examples of successful e-Portfolios created by student,
 scaffold student learning,
 walking the talk and
 tie portfolio to assessmentric.

References
Barrett, H. (2008). Balancing "e-portfolio as test" with "e-portfolio as story." Presented at
Making Connections conference.
Barto, J ., & Collins, A. (Eds.) (1997) Starting out: Designing your portfolio .. In J.Batton & J.
Collins (Eds.) Portfolio assessment: A handbook for educators. Boston: Addison-Wesley.
Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. The
Chronicle of Higher Education.
Bass, R. & Eynon, B. (2009). Capturing the visible evidence of invisible learning. The Academic
Commons.
Belgrad, S. (2008). The portfolio connection. (3rd ed.) Thousand Oaks, CA: Corwin.